Christina Gowlett is a Lecturer in Curriculum Studies at the University of Queensland, Brisbane, Australia, having recently moved from the University of Melbourne where she held a McKenzie Postdoctoral Research Fellowship. Her research entails the use of post-constructionist research methodologies, especially the use of Judith Butler. Her current project explores the structure of senior schooling curriculum and the way in which secondary schools ‘guide’ students with their post-schooling aspirations.Mary Rasmussen is an Associate Professor in the Faculty of Education at Monash University, Melbourne, Australia. Her principal research areas are sexualities, gender, and education. She is the author of Becoming Subjects: Sexualities and Secondary Schooling (Routledge, 2006), and the co-editor of Youth and Sexualities: Pleasure, Subversion and Insubordination in and out of Schools (Palgrave, 2004). She also has a forthcoming monograph with Routledge, entitled Progressive Sexuality Education: The Conceits of Secularism. She is on the editorial board of the Journal Sex Education (Routledge), and, with Professor Louisa Allen, she is also editor of the first Handbook of Sexualities Education (forthcoming).

• Introduction: The cultural politics of queer theory in education research 1. Interview with Raewyn Connell: the cultural politics of queer theory in education research 2. Queer reparations: dialogue and the queer past of schooling 3. Horse-girl assemblages: towards a post-human cartography of girls’ desire in an ex-mining valleys community 4. Queer worlding childhood 5. Crafting the normative subject: queerying the politics of race in the New Zealand Health education classroom 6. Queer(y)ing and recrafting agency: moving away from a model of coercion versus escape 7. Dissenting with queer theory: reading Rancière queerly 8. What can a concept do? Rethinking education’s queer assemblages

Christina Gowlett is a Lecturer in Curriculum Studies at the University of Queensland, Brisbane, Australia, having recently moved from the University of Melbourne where she held a McKenzie Postdoctoral Research Fellowship. Her research entails the use of post-constructionist research methodologies, especially the use of Judith Butler. Her current project explores the structure of senior schooling curriculum and the way in which secondary schools ‘guide’ students with their post-schooling aspirations.Mary Rasmussen is an Associate Professor in the Faculty of Education at Monash University, Melbourne, Australia. Her principal research areas are sexualities, gender, and education. She is the author of Becoming Subjects: Sexualities and Secondary Schooling (Routledge, 2006), and the co-editor of Youth and Sexualities: Pleasure, Subversion and Insubordination in and out of Schools (Palgrave, 2004). She also has a forthcoming monograph with Routledge, entitled Progressive Sexuality Education: The Conceits of Secularism. She is on the editorial board of the Journal Sex Education (Routledge), and, with Professor Louisa Allen, she is also editor of the first Handbook of Sexualities Education (forthcoming).

• Introduction: The cultural politics of queer theory in education research 1. Interview with Raewyn Connell: the cultural politics of queer theory in education research 2. Queer reparations: dialogue and the queer past of schooling 3. Horse-girl assemblages: towards a post-human cartography of girls’ desire in an ex-mining valleys community 4. Queer worlding childhood 5. Crafting the normative subject: queerying the politics of race in the New Zealand Health education classroom 6. Queer(y)ing and recrafting agency: moving away from a model of coercion versus escape 7. Dissenting with queer theory: reading Rancière queerly 8. What can a concept do? Rethinking education’s queer assemblages

Christina Gowlett is a Lecturer in Curriculum Studies at the University of Queensland, Brisbane, Australia, having recently moved from the University of Melbourne where she held a McKenzie Postdoctoral Research Fellowship. Her research entails the use of post-constructionist research methodologies, especially the use of Judith Butler. Her current project explores the structure of senior schooling curriculum and the way in which secondary schools ‘guide’ students with their post-schooling aspirations.Mary Rasmussen is an Associate Professor in the Faculty of Education at Monash University, Melbourne, Australia. Her principal research areas are sexualities, gender, and education. She is the author of Becoming Subjects: Sexualities and Secondary Schooling (Routledge, 2006), and the co-editor of Youth and Sexualities: Pleasure, Subversion and Insubordination in and out of Schools (Palgrave, 2004). She also has a forthcoming monograph with Routledge, entitled Progressive Sexuality Education: The Conceits of Secularism. She is on the editorial board of the Journal Sex Education (Routledge), and, with Professor Louisa Allen, she is also editor of the first Handbook of Sexualities Education (forthcoming).

• Introduction: The cultural politics of queer theory in education research 1. Interview with Raewyn Connell: the cultural politics of queer theory in education research 2. Queer reparations: dialogue and the queer past of schooling 3. Horse-girl assemblages: towards a post-human cartography of girls’ desire in an ex-mining valleys community 4. Queer worlding childhood 5. Crafting the normative subject: queerying the politics of race in the New Zealand Health education classroom 6. Queer(y)ing and recrafting agency: moving away from a model of coercion versus escape 7. Dissenting with queer theory: reading Rancière queerly 8. What can a concept do? Rethinking education’s queer assemblages