Undoing Gender und Queer Pädagogik – Gleich verschieden problematisch

Within German Education Studies, it is only just recently that the insights of Queer Theory have been recognised. Oscillating between a critique of heteronormativity based on values of social justice and a more self-critical critique of all forms of normativity, the recognition of Queer Theory in pedagogy presents a challenge for educational practice inasmuch every educational practice has a normative foundation. This becomes especially significant in discussions around 'undoing gender': which normativity is to be affirmed, and which to be deconstructed, based on which justification? It will be the main argument of this chapter to show that the challenges presented by the inclusion of a concept like 'undoing gender' in pedagogy are indeed challenges for every queer-informed educational practice and, therefore, educational theory.