[Re]considering queer theories and science education

Steve Fifield, William Letts

Research output: Contribution to journalArticlepeer-review

10 Citations (Scopus)

Abstract

We take Mattias Lundin’s Inviting queer ideas into the science classroom: studying sexual education from a queer perspective as a point of departure to explore some enduring issues related to the use of queer theories to interrogate science education and its practices. We consider the uneasy, polygamous relationship between gay and lesbian studies and queer theories; the border surveillance that characterizes so much of science [education]; the alluring call of binaries and binary thinking; the ‘all’ within the catchcry ‘science for all’; and the need to better engage the fullness of science and the curriculum, in addition to noting silences around diverse sexes, sexualities, and desires. We catalogue some of the challenges that persist in this work, and offer thoughts about how to work with and against them to enact a more just and compelling science education.
Original languageEnglish
Pages (from-to)393-407
Number of pages15
JournalCultural Studies of Science Education
Volume9
Early online date31 Jan 2014
DOIs
Publication statusPublished - Jun 2014

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