Queering Philosophy as an Explanation of the Multiple Identity of the Personality in Education

Abstract

Using the example of the analysis of queeroriented education, it was demonstrated that queering philosophy can be adopted as a basic philosophical approach not only when considering the issue of gender, its change and plurality, but also when considering any situation of social multiple identity. It was revealed that addressing queer issues within the framework of gender education development opened up an opportunity to address much broader issues of social justice in education, and not just the protection of the rights of gender minorities. Queer pedagogy creates better opportunities for freely discovering and creating the identity of a person as a multiple identity – based on taking into account gender, race, nation, age, disability, class, religion, as well as the other previously unknown and unknowable characteristics of personal identity. The application of queering philosophy as a methodology of queer theories in education reveals the strengths and weaknesses of the main principles of queering philosophy proposed by Kim Q. Hall – critical remembering, smuggling, and recruitment. The strengths are the creation of an atmosphere of multiple normativity; solving other social justice issues in education, as well as other self-discovery tasks; the involvement of all known and still unknown forms, types and components of a person's identity. Weaknesses are the danger of getting caught up in criticizing old forms of identity and losing focus on creating new ones or accepting all new versions of identity without critically evaluating them; residual dependence on the emphasis on gender education as a priority.