In this article, Sara Staley presents a conceptualization of “stuck” places in the field of gender and sexual diversity educational research. She argues that in the process of pursuing complex questions about preparing educators to disrupt the cis-heteronormative context of schools, the field has created a master narrative in which the same dilemmas seem to arise. She draws on patterns of repetition in the literature to point to three tools that specify how the field has tried to manage and control the problem of cis-heteronormativity and the role of teachers therein. Critically reflecting on her own experience, she considers how embracing the impossible aspects of questions about teaching and the study of oppression might open up generative possibilities for moving through the stuck places in which educational researchers find themselves.

中文翻译：

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关于陷入困境：在性别和性别多元化以外的领域探讨陷入困境的教育研究

在本文中，萨拉·史塔利（Sara Staley）提出了性别和性多样性教育研究领域中“卡住”的场所的概念。她认为，在寻求有关准备教育者以打乱学校的顺从非常规性语境的复杂问题的过程中，该领域创造了一个大师叙事，似乎也出现了同样的困境。她利用文献中的重复模式来指出三个工具，这些工具指定了该领域如何尝试管理和控制顺反异构性问题以及其中教师的角色。她批判性地反思了自己的经历，认为如何拥抱有关教学和压迫研究的问题的不可能方面可能会为在教育研究人员发现自己陷入困境的领域中打开创造可能性。