Mapping the contours of queer battle fatigue in educational contexts: an introduction

Abstract

This paper traces the contours of queer battle fatigue as it relates to educational research.

Keywords:

• Queer battle fatigue
• new materialisms
• qualitative research

Disclosure statement

No potential conflict of interest was reported by the author(s).

Notes

1 The editors of this special issue define “educational contexts” broadly, recognizing that human bodies are always already in a state of learning. Further, defining education solely through schools and systems of schooling is a Western construction that is marginalizing across communities, but especially to communities of color that have defined educational contexts outside of Western constructions of “formal” learning.

2 My use of the term “queer bias” is intentional and meant to move away from the use of “phobias” to describe anti-queer norms and values. Specifically, I am arguing that anti-queer bias goes beyond the construct of phobias, which can be written off as unconscious. Rather, such actions and beliefs, while sometimes implicit and unexamined, are not innate to human behavior.

Additional information

Notes on contributors

Boni Wozolek

Boni Wozolek is currently an Assistant Professor at Penn State University, Abington College. Her work considers questions of social justice, qualitative research methods, and teaching practices that focus on the examination of race, sexual orientations, and gender identities (and their multiple forms of expression) across educational contexts.

David Lee Carlson

David Lee Carlson is an Associate Professor in the Division of Teacher Education at Arizona State University. He specializes in the methods of teaching English at the secondary level. Dr. Carlson focuses primarily on the importance of critical and queer theory in education, qualitative inquiry, and curriculum studies.