In this dissertation, I seek to imagine alternative ways in which particular relationships or intimacies that are often positioned as perverse or immoral might be read reparatively to see schools and the relationships that are and are not allowed in schools in a different, stranger light. Working out of queer and poststructural thought, particular queer models are brought out from the sexual underground and past to see what lessons they might teach and what intimacies their queerness might offer schools and education. Looking at the models of intergenerational relationships between men (gay teachers) and boys (male students), sadists, and queer school shooters, this dissertation attempts to illustrate non-paranoid ways of understanding alternative sexualities and the ways such alternative sexualities when thought through, rather than simply about, open up complex ethical frameworks that challenge and offer a different purpose to education and the practices of schools.
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