Asking queer(er) questions: epistemological and methodological implications for qualitative inquirers

Michael P. O’Malley, Nina Asher, Brandon L. Beck, Colleen A. Capper, Catherine A. Lugg, Jason P. Murphy, Reta Ugena Whitlock

Research output: Contribution to journalArticlepeer-review

3 Scopus citations

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.

Original languageEnglish (US)
Pages (from-to)572-594
Number of pages23
JournalInternational Journal of Qualitative Studies in Education
Volume31
Issue number7
DOIs
StatePublished - Aug 9 2018

Keywords

  • Queer theory
  • qualitative inquiry
  • qualitative methodology
  • queer education research
  • queer theology

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