This book draws upon contemporary Irish and international research
which explores the critical interplay between education studies and
sexualities. Scholars from Ireland, Canada, Spain, the U.K. and
Sweden employ the conceptual lens of Queer Theory to interrogate
and destabilise long-standing regimes of truth/knowledge, and in so
doing, highlight the suitability and applicability of this
theoretical perspective within educational discourses. By reframing
and repositioning gender identity/expression as a performative
expression on a fluid continuum, this book provokes readers to
(re)view how they see education, pedagogy and schooling. The book
interrogates what happens to teaching, and teachers, when queerness
permeates their practice, thus exposing the ways in which
heteronormativity informs and shapes our places/sites of education.
This book was originally published as a special issue of the Irish
Educational Studies journal.
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