ABSTRACT
Years of Educational Research’. My paper, too, had a similar historical period in mind, although with a focus on my own specific research area, assembling my reflections on the 1970s as part of a case for ‘developing a sexualities curriculum that has a memory’8 (Marshall, 2012b). The framing of the conference and the interrogative prerogative of my own investigations raise a range of questions: in what ways might we understand histories of active state opposition to homosexuality and histories of educational research as being knotted together? And how might we reflect on the ways in which the struggles of the past of homosexuality and education bleed into the future?9
