ABSTRACT
This special issue was born from the idea that there are certain habits of thought and boundaries drawn around the use and perceived place of queer theory in education research. Our intention in this special issue is to disrupt these habits of thinking by opening up dialogue about (1) the objects and subjects of queer research; (2) the forms of politics incited by the use of queer theory in education; and (3), the methodological approaches used by scholars when queer(y)ing/queering. As editors, we invited contributions from those who found queer theory problematic, and/or past its use-by date, as well as from those who continue to see a productive place for queer research in education, however that may be defined. The first paper in this issue is an interview we conducted with Raewyn Connell, a
recipient of the American Sociological Association’s award for her distinguished contribution to the study of sex and gender. She is also on record as being a critic of queer politics and theory. For instance, in the article entitled Kartini’s Children (2010), she writes:
In approaching Connell for an interview, we specifically noted these comments in Kartini’s Children. We expressed our desire to learn more about the key influences that have shaped her theorising about gender and sex, and also her understanding of queer theory. Expanding on the comments above, in our interview, Connell elaborates her belief in the intrinsic radicalism of queer theory and its incapacity to generate social power:
THE CULTURAL POLITICS OF QUEER THEORY IN EDUCATION RESEARCH
This characterisation of queer theory as focused on transgression and individual acts of resistance is not aligned with our own understanding. This is apparent in our own contributions to this special issue. However, like us, Connell also suggests that queer concepts:
We highlight this conversation with Connell in introducing this special issue as it is suggestive to us of the conflicting ideas that circulate in relation to queer ideas in education research. This special issue does not seek to smooth over these conflicts but to give an indication of continuing contestations and tensions that adhere to queer concepts in education research.
