Queer research use: Assembling research-informed social justice efforts in educational practice

Research evidence has the potential to help make schools safer places for queer young people. Yet using this research is not as simple as following what ‘the research says’. In today’s climate, where both research and queer social justice work are highly politicised, this thesis examines how educators engage in queer research use as a sophisticated educational practice. By analysing the effects of queer research use on educators’ social justice efforts, and the dynamics that shape these effects, this thesis demonstrates how research can be strategically mobilised to reassemble schools as more just and affirming places for queer young people.