Citizenships, Sexualities, and Education

This article endeavors to pull together various theoretical approaches to curricular reform using the queer student body and queer theory as its starting point. The authors outline the implications of naming, and the possibilities and polemics of citizenship. Offering the intersections of queer theory and critical race theory as a model of intervention, they outline an alternative to universalist discourses of difference and assimilation. In doing so, they hope to develop a better understanding of who queer students are, and an understanding of how they are harmfully positioned as Other within the various discourses of citizenship, curriculum, and educational research.