ABSTRACT
In the past, women, queer, Indigenous and disabled people, as well as race, class and body size issues, have been overlooked in most environmental education programs through being subsumed into the notion of “universalised people”, the “norm”. However, people in each of these marginalised groups has a distinctive contribution to make to environmental education, as a form of anti-oppressive resistance, which needs to be foregrounded. In this chapter I problematize the relative silencing of queer theory and theorizing in environmental education and discuss the contributions that queer(y)ing perspectives bring to environmental education. In particular, I discuss some possibilities for new directions for environmental education where queer ecopedagogies and research, intersectionality and assemblages are used to listen to, and work with, “queer” voices.
