Queer theory is concerned with disrupting binaries, opening space for new identities, and interrupting heteronormativity. In the context of education, queer theory examines both how schools function to make non-heteronormative identities invisible and to disconnect learning and knowledge from pleasure and desire. School science plays a strong role in silencing queer identities and limiting science knowledge and learning. Yet, queering science education supports many of the reform efforts in science education. In the era of Science for All, queering science education is important for making school science accessible for all students and transforming science education for the benefit of all students. This paper explores, through personal vignettes and published literature, how queer theory applies to education in general, and science education in particular.
About the Author
Kristin L. Gunckel is an assistant professor of science education at the University of Arizona. She received her Ph.D. in Curriculum, Teaching, and Educational Policy at Michigan State University in 2008. Her research focuses on science curriculum reform and preparing elementary teachers to teach science.
In every case, copyright of work appearing in JCT is retained by the author. In accordance with its mandate to promote discussion on matters of curriculum, the Foundation for Curriculum Theory permits limited reproduction of parts of JCT. Individual articles may be reprinted for educational purposes, provided that no fees (other than copying costs) are charged.
For information regarding more extensive copying or reproduction for other purposes, contact:
editors@jctonline.org
