Source: International Journal of Qualitative Studies in Education, Volume 23, Issue 1 (January 2010), pages 1 – 14.
In thinking through an 'after-queer', the authors identify and seek to account for particular habits of thought that are often associated with queer research in education and queer research about young people.
The authors trace certain traditions that frame queer research and consider the proper subjects, aims, and locations of such research projects. The authors contend that these habits of thought require further interrogation because they are intrinsic to researchers' visions of their own research and to the constitution of fields of research in the broader research imagination.
Queer research in education is often conducted in schools and its focus is often young people and their teachers, taking abjection and amelioration as points of departure.
In this special issue, the authors hope to provoke different sorts of imaginings about the accomplishments, problematics, and futures of queer research.
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