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.