(Anti) Queer: Introduction

McKee, Alan

doi:10.1080/10350339909360430

Cited by 4 publications

(1 citation statement)

References 2 publications

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“…Such pursuit is a response to the limitations identified by authors such as Jean Bobby Noble (2006) in the ways queer representational vocabularies tend to both stabilise and destabilise. Alan McKee (1999) wrote about the sense of fatigue in routine queer analysis: "Queer writing too often falls into simplistic celebration -how many times can one read that Queer offers a way of deconstructing the binary categories by which heterosexuality sustains and reproduces itself, and still feel excited?" (p. 166).…”

Section: After-queermentioning

confidence: 99%

“It's Like Mixing Paint”: Songwriting Gender Diversity and Alternative Gender Cultures with Young People as an ‘After-queer’ Methodology

Scrine

2019

Voices

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This paper conceptualises songwriting as an ‘after-queer’ approach for exploring notions of gender and sexuality with young people. The article draws on songs created by seven groups of young people in music-based workshops which took place in schools with participants aged between 14–17. During these workshops, songwriting was used to explore the participants' imaginings of what gender might look like in their "perfect world". 'After-queer' scholarship is introduced and referred to throughout the paper as it relates to queer theory and research with young people, particularly focusing on discourses of risk and vulnerability that emerge across these fields. The paper highlights the value of creative and arts-based methodologies in queer research, through which expansion and questions of possibility, alternative, and identity can be raised and responded to. 'After queer' is offered as a useful lens for critical analysis, particularly in light of complex questions related to the promotion of "diversity" that emerged through the findings.

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Section: After-queermentioning

confidence: 99%

“It's Like Mixing Paint”: Songwriting Gender Diversity and Alternative Gender Cultures with Young People as an ‘After-queer’ Methodology

Scrine

2019

Voices

View full text Add to dashboard Cite

show abstract

Introduction

Martino¹,

Rodriguez²,

Ingrey³

et al. 2016

Critical Concepts in Queer Studies and Education

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‘After‐queer’ tendencies in queer research

Talburt¹,

Rasmussen²

2010

International Journal of Qualitative Studies in Education

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Our aim in this introduction is neither to enunciate an 'after-queer' vision nor to denounce queer theory. In thinking through an 'after-queer', we 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. We trace certain traditions that frame queer research and consider the proper subjects, aims, and locations of such research projects. We 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, we hope to provoke different sorts of imaginings about the accomplishments, problematics, and futures of queer research.Why a special issue on 'after-queer' research in education? And why mark an 'after' if the 'queer turn' has constituted a 'hot paradigm' (Green 2002, 521) in the academy? In naming this special issue 'after-queer', we were not signifying that queer theory was dead, or that we were over queer theory. We were interested in how research projects, within and outside education, repeat certain truisms, and how to better understand how these repetitions infuse the research process. Research hailing itself as queer theory has often tethered itself to subjects of gender and sexuality and to narratives of political progress. Despite many creative projects that interrogate pleasures of teaching and learning (McWilliam 1999), imagine queer pedagogies (Britzman 1995; theory has been limited by researchers' imaginings of a need for a 'subject' of queer research and particular ideas of educational and political progress. These limitations of 'queer' are not entirely unique to educational research, though they have some specific manifestations in the field related, perhaps, to its 'pragmatic' location in educational institutions and researchers' desires to recuperate a queer future for youth.

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(Anti) Queer: Introduction

Cited by 4 publications

References 2 publications

“It's Like Mixing Paint”: Songwriting Gender Diversity and Alternative Gender Cultures with Young People as an ‘After-queer’ Methodology

“It's Like Mixing Paint”: Songwriting Gender Diversity and Alternative Gender Cultures with Young People as an ‘After-queer’ Methodology

Introduction

‘After‐queer’ tendencies in queer research

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