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Asking queer(er) questions: epistemological and methodological implications for qualitative inquirers |
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| Authors: | Michael P. O’Malley Nina Asher Brandon L. Beck Colleen A. Capper Catherine A. Lugg Jason P. Murphy |
| Affiliation: | 1. Department of Counseling, Leadership, Adult Education, and School Psychology, Texas State University, San Marcos, TX, USA;2. Department of Curriculum and Instruction, University of Minnesota-Twin Cities, Minneapolis, MN, USA;3. Department of Curriculum and Instruction, Texas State University, San Marcos, TX, USA;4. Department of Educational Leadership &5. Policy Analysis, University of Wisconsin-Madison, Madison, WI, USA;6. Department of Theory, Policy, and Administration, Rutgers University, New Brunswick, NJ, USA |
| Abstract: | This collection of distinct scholarly essays deliberatively turns to queer experience and theorizing as a resource for constructing vibrant qualitative research designs. Queer theory offers a breadth of epistemological and methodological possibilities for qualitative projects that are too frequently overlooked for many reasons. These reasons include frequently strict association of queer theory with queer research topics and researchers, as well as a concurrent reluctance to interrogate the representational needs of heterosexist culture served by the metaphor of the ‘closet.’ Queer theory also compels inquiry that takes up the unique circumstances of queer subjects. Locating educational inquiry within globally complex socio-historical dynamics and a post-Obergefell/post-2016 election U.S. context, this article poses multiple trajectories through which various scholars explore queer(er) qualitative inquiry in educational studies. These perspectives invite researchers to rethink qualitative inquiry designs through engagement with the queer, inclusive of research topics not initially perceived to be queer. |
| Keywords: | Queer theory queer education research qualitative methodology queer theology qualitative inquiry |