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The Cultural Politics of Queer Theory in Education Research
represents the editors' intention to disrupt cycles of thinking
about the place of queer theory in educational research. The book
aims to encourage dialogue about the objects and subjects of queer
research, the forms of politics incited by the use of queer theory
in education, and the methodological approaches used by scholars
when queer(y)ing. The contributions to this book come from those
who find queer theory problematic, as well as from those who
continue to see a productive place for queer research in education,
however that may be defined. The editors have collected
contributions that attend to the boundaries that are placed around
queer research in education by researchers themselves, and by
peers, ethics committees, funding bodies and university and
government bureaucracies. Considering how key researchers in gender
and education identify with, or deliberately distance themselves
from, queer theory, this collection grapples with the contemporary
cultural politics of doing queer theoretical work in different
education spaces and places. In short, it seeks to disrupt what
people think they already know about the 'place' of queer theory in
education. This book was originally published as a special issue of
Discourse: Studies in the Cultural Politics of Education.
The Cultural Politics of Queer Theory in Education Research
represents the editors' intention to disrupt cycles of thinking
about the place of queer theory in educational research. The book
aims to encourage dialogue about the objects and subjects of queer
research, the forms of politics incited by the use of queer theory
in education, and the methodological approaches used by scholars
when queer(y)ing. The contributions to this book come from those
who find queer theory problematic, as well as from those who
continue to see a productive place for queer research in education,
however that may be defined. The editors have collected
contributions that attend to the boundaries that are placed around
queer research in education by researchers themselves, and by
peers, ethics committees, funding bodies and university and
government bureaucracies. Considering how key researchers in gender
and education identify with, or deliberately distance themselves
from, queer theory, this collection grapples with the contemporary
cultural politics of doing queer theoretical work in different
education spaces and places. In short, it seeks to disrupt what
people think they already know about the 'place' of queer theory in
education. This book was originally published as a special issue of
Discourse: Studies in the Cultural Politics of Education.
This book makes the case for the continued and expanded use of
social, critical and political theories in the field of educational
leadership. It helps readers understand educational leadership by
introducing them to a wide variety of theoretical and philosophical
approaches and positions. The book incorporates a rich blend of
ideas and concepts, and compares and contrasts the approaches
discussed. The content largely focuses on four educational
thinkers: Michel Foucault, Judith Butler, Bernard Stiegler and
Karen Barad. The chapters do not cover each thinker's oeuvre
exhaustively, but instead provide a brief overview of his/her
ideas, while also helping readers understand a particular aspect of
the educational leadership discourse. Each chapter also provides
supplementary reading recommendations for those interested in
pursuing these ideas in more depth.
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