Theoretical Borderlands: Using Multiple Theoretical Perspectives to Challenge Inequitable Power Structures in Student Development Theory

Abstract

This article is an exploration of possibilities and methodological considerations for using multiple theoretical perspectives in research that challenges inequitable power structures in student development theory. Specifically, I explore methodological considerations when partnering queer theory and constructivism in research on lesbian identity development. Considerations include the dilemma of partnering contradictory theoretical perspectives; the politics of representation; and the personal and professional implications for researchers who partner theoretical perspectives.