Theoretical studies in curriculum have begun to move into cultural studies--one vibrant and increasingly visible sector of which is queer theory. Queer Theory in Education brings together the most prominent and promising scholars in the field of education--primarily but not exclusively in curriculum--in the first volume on queer theory in education. In his perceptive introduction, the editor outlines queer theory as it is emerging in the field of education, its significance for all scholars and teachers, and its relation to queer theory in literacy theory and more generally, in the humanities.
"William Pinar…has assembled a passionate, challenging and academically stretching collection of essays that both re-appropriate the term 'queer' and question the whole process of 'normalisation' in education. "
—The British Journal of Educational Psychology
"This is a profoundly North American book which does not skirt controversy. However, in my opinion it does effectively span the Atlantic well in connecting with the UK situation. It is also very rich and varied - sections of dense theory are tempered with lighter interludes on lesbian visibility in the cinema and HIV poetry."
—British Journal of Educational Psychology
"…[Pinar] has assembled a passionate, challenging and academically stretching collection of essagys that both re-appropriate the term 'queer' and question the whole process of 'normalisation' in education."
—British Journal of Educational Psychology
"Pinar and the contributors to this volume have given us a work of major proportions….Do not assume that queer theory limits its concerns to homophobia and gay and lesbian rights. It does not! Though these constitute major themes within the literature, the point of queer theory is to disrupt our comfortable notions of the normal/straight and the transgressive/queer….Queerness is about challenging conventional norms--sexual or otherwise--and is, therefore, connected to a plethora of oppositional politics. Consequently, perhaps, the promise of queer theory for education rests in its potential to open up dialogue among persons from many divergent subjective positions, enabling them to explore the possibilities of coalitional politics and networks of solidarity that could transcend our codified patterns of interest-group politics."
—David A. Gabbard
East Carolina University
Contents: W.F. Pinar, Introduction. W.G. Tierney, P. Dilley, Constructing Knowledge: Educational Research and Gay and Lesbian Studies. J.T. Sears, A Generational and Theoretical Analysis of Culture and Male (Homo) Sexuality. D. Carlson, Who Am I? Gay Identity and a Democratic Politics of the Self. E. Meiners, Remember When All the Cars Were Fords and All the Lesbians Were Women? Some Notes on Identity, Mobility, and Capital. S. Luhmann, Queering/Querying Pedagogy? Or, Pedagogy Is a Pretty Queer Thing. R. Walcott, Queer Texts and Performativity: Zora, Rap, and Community. N. Rodriquez, (Queer) Youth as Political and Pedagogical. S.R. Steinberg, Appropriating Queerness: Hollywood Sanitation. D. Sumara, B. Davis, Telling Tales of Surprise. W.F. Pinar, Understanding Curriculum as Gender Text: Notes on Reproduction, Resistance, and Male-Male Relations. S. de Castell, M. Bryson, From the Ridiculous to the Sublime: On Finding Oneself in Educational Research. K.G. Honeychurch, Carnal Knowledge: Re-Searching (Through) the Sexual Body. M. Morris, Unresting the Curriculum: Queer Projects, Queer Imaginings. M.A. Doll, Queering the Gaze. A.J. Pitt, Fantasizing Women in the Women's Studies Classroom: Toward a Symptomatic Reading of Negation. D.P. Britzman, On Some Psychical Consequences of AIDS Education. R. Platizky, We Were Already Ticking and Didn't Even Know [It]: Early AIDS Works. W. Haver, Of Mad Men Who Practice Invention to the Brink of Intelligibility. J.L. Miller, Autobiography as a Queer Curriculum Practice.
In this age of multimedia information overload, scholars and students may not be able to keep up with the proliferation of different topical, trendy book series in the field of curriculum theory. It will be a relief to know that one publisher offers a balanced, solid, forward-looking series devoted to significant and enduring scholarship, as opposed to a narrow range of topics or a single approach or point of view. This series is conceived as the series busy scholars and students can trust and depend on to deliver important scholarship in the various "discourses" that comprise the increasingly complex field of curriculum theory.
The range of the series is both broad (all of curriculum theory) and limited (only important, lasting scholarship) – including but not confined to historical, philosophical, critical, multicultural, feminist, comparative, international, aesthetic, and spiritual topics and approaches. Books in this series are intended for scholars and for students at the doctoral and, in some cases, master's levels.
Persons interested in submitting book proposals or in serving as reviewers for this series are invited to contact
Professor William F. Pinar
Canada Research Chair
University of British Columbia
Faculty of Education
Department of Curriculum Studies
2125 Main Mall
Vancouver, British Columbia V6T 1Z4