Queer, Trans, and Intersectional Theory in Educational Practice

Reviews / Votes

With this book, we dive deeply into the contradictions, impossibilities, and unpredictable outcomes of pedagogy and advocacy that surface when engaging queer, trans, and intersectional theories and lenses, and it is exactly these "misses and connections" that make educational work politically generative, even if emotionally fraught, especially for those of us who think we already do anti-oppressive work. Mollie Blackburn, Cris Mayo, and colleagues offer analyses of refreshingly original and creative classroom, community, and cultural interventions that give us pause as they illuminate, inquire, inspire, and undoubtedly, as they queer your own approach, your very vision for justice in education.

-Kevin Kumashiro is Assistant Professor at Bates College in Lewiston, USA and author of Troubling Education: "Queer" Activism and Antioppressive Pedagogy.

Queer, Trans, and Intersectional Theory in Educational Practice: Student, Teacher, and Community Experiences is a ground-breaking collection. Each chapter weaves together intersectional, queer, and trans theories of education in order to imagine classrooms that welcome, cultivate, and think difference as the grounds of learning. Accessible, practical, and provocative-this collection will be indispensable to educational researchers from K-12 to college and university who want to infuse their practice with the insights of queer, trans, and intersectional theories.

- Jen Gilbert is Associate Professor at Faculty of Education, York University, Cannada.

Neoliberal assaults on educational spaces have intensified the enforcement of scripted and decontextualized approaches to teaching and learning, the anti-intellectual dismissal of theory's importance to pedagogy, and the surveillance of difference and dissent as disruptive pedagogical forces. Blackburn and Mayo's edited collection reclaims the transformative possibilities of educational practice by re-centering theory, difference, and disruption despite (and because) of mandates to the contrary. The chapters in this collection embrace the legacy of outlaw pedagogies - works that defy the constraints of what is allowable in order to expand the boundaries of what is imaginable.

- Ed Brockenbrough is Associate Professor and Calvin Bland Fellow at Graduate School of Education, University of Pennsylvania, USA. With this book, we dive deeply into the contradictions, impossibilities, and unpredictable outcomes of pedagogy and advocacy that surface when engaging queer, trans, and intersectional theories and lenses, and it is exactly these "misses and connections" that make educational work politically generative, even if emotionally fraught, especially for those of us who think we already do anti-oppressive work. Mollie Blackburn, Cris Mayo, and colleagues offer analyses of refreshingly original and creative classroom, community, and cultural interventions that give us pause as they illuminate, inquire, inspire, and undoubtedly, as they queer your own approach, your very vision for justice in education.

-Kevin Kumashiro is Assistant Professor at Bates College in Lewiston, USA and author of Troubling Education: "Queer" Activism and Antioppressive Pedagogy.

Queer, Trans, and Intersectional Theory in Educational Practice: Student, Teacher, and Community Experiences is a ground-breaking collection. Each chapter weaves together intersectional, queer, and trans theories of education in order to imagine classrooms that welcome, cultivate, and think difference as the grounds of learning. Accessible, practical, and provocative-this collection will be indispensable to educational researchers from K-12 to college and university who want to infuse their practice with the insights of queer, trans, and intersectional theories.

- Jen Gilbert is Associate Professor at Faculty of Education, York University, Cannada.

Neoliberal assaults on educational spaces have intensified the enforcement of scripted and decontextualized approaches to teaching and learning, the anti-intellectual dismissal of theory's importance to pedagogy, and the surveillance of difference and dissent as disruptive pedagogical forces. Blackburn and Mayo's edited collection reclaims the transformative possibilities of educational practice by re-centering theory, difference, and disruption despite (and because) of mandates to the contrary. The chapters in this collection embrace the legacy of outlaw pedagogies - works that defy the constraints of what is allowable in order to expand the boundaries of what is imaginable.

- Ed Brockenbrough is Associate Professor and Calvin Bland Fellow at Graduate School of Education, University of Pennsylvania, USA.