Trouble making?

Addressing irritation in innovativeness education

Abstract

• Innovation education is not compatible with a queer pedagogical approach.
• Innovativeness education and queer pedagogies are theoretically compatible.
• Being in trouble and making trouble might help to initiate an ongoing innovation process.
• Trouble making and irritation can be useful for innovative education and fostering innovativeness as an ability.

Purpose: The aim of this contribution is to research assumptions of the education for innovativeness approach within a queer theoretical notion of pedagogy and to discuss im/possibilities of the approach in the framework of Geography and Economic education.

Approach: This article explores intersections between the approaches of queer theories and the theory of education for innovativeness by focussing on the potentials and limitations of trouble making as a starting point in innovativeness education in the secondary education sector.

Findings: If we consider trouble making and irritation within an education that fosters innovativeness, we could expand education by focusing the power structures that manifest themselves within innovation processes and education.