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Session Summary

Remedy and Repair in Educational Research for Queer and Trans People

Fri, April 25, 9:50 to 11:20am MDT (9:50 to 11:20am MDT), The Colorado Convention Center, Floor: Ballroom Level, Mile High Ballroom 1EF

Session Type: Invited Speaker Session

Abstract

There have been significant increases in legislative and policy-based efforts to harm queer and trans people, particularly in educational contexts (Schey & Shelton, 2023; Strunk et al., 2024), with ever-growing numbers of anti-LGBTQ+ legislative bills filed and passed into law in the United States and globally (ACLU, 2024). Currently, there are more than 520 of these bills being considered across the U.S.’s legislative sessions–more than in any previous year. Never has research working to include, support, and affirm queer and trans communities been more important (Suárez, 2023), and when educational research responsibly and knowledgeably engages with LGBTQ+ topics, scholarship has profound potential to challenge, block, and even rewrite harmful policies and legislation–while offering new possibilities and sources of hope for queer and trans people (Schey & Shelton, 2023; Strunk et al., 2024). However, despite the potential and promise of educational research offering meaningful remedy and repair in the face of dehumanizing sociopolitical attacks, there is a longstanding and persistent history within the field of many scholarly efforts instead–and often unintentionally–erasing and/or harming queer and trans people (Keenan & Suárez, 2022; Meyer, 2022; Strunk & Hoover, 2019). Current methodological approaches, for example, often conflate sex and gender, confuse sexuality with gender identity and gender expression, use cisheteropatriarchal terminology, and rely heavily on binaries to discuss LGBTQ+ topics.

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