Abstract
This chapter serves as the introduction to our edited volume Queer Pedagogies: Theory, Praxis, Politics. Here we discuss the unfinished and necessary work of queer theory/studies in education situated within an analysis of broader sociocultural and political progressive change and backlash as regards LGBTQ+ issues. Within this discussion, we also elaborate on some of the challenges moving forward within the field of queer theory/studies in education, and specifically within the context of knowledge production about the meaning and practice of queer pedagogies. In this way, the chapter essays in the collection provide ample opportunities for scholars, educators, and activists to critically engage with ongoing questions of theory, praxis, and politics.
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Notes
- 1.
For a broad constellation of critical concepts that may be utilized for furthering this ongoing work at the intersection of queer studies and education, see Rodriguez et al. (2016). For a more general analysis of the unfinished work of queer theory situated within a retrospective discussion of the twenty-fifth anniversary of the journal GLQ, see DeVere Brody and Ochoa (2019).
- 2.
For an important resource that takes up the legal dimensions of LGBTQ+ issues in public schooling, see Biegel (2018).
- 3.
See Sensoy and DiAngelo (2017) for an excellent discussion of group identities and socialization that might be utilized within the context of teacher education.
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Mayo, C., Rodriguez, N.M. (2019). Wanting More: Queer Theory and Education. In: Mayo, C., Rodriguez, N.M. (eds) Queer Pedagogies. Critical Studies of Education, vol 11. Springer, Cham. https://doi.org/10.1007/978-3-030-27066-7_1
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