Queer Narrative Inquiry as a Tool for Social Justice in Education

• In Event: Divison G VP Grad Student Early Career Poster Session

Abstract

Although Black queer educators may play a key role in challenging Black queer marginalization in schools, little is known about their experiences (Brockenbrough, 2011). Additionally, discussions on how to address and combat institutional and structural racism in classroom settings, especially at the intersection of race, gender, and sexuality, remain limited and often rely on neutral acknowledgments that overlook the rich, diverse experiences of educators of color, particularly BQME (Bracho & Hayes, 2020). As a Black queer male educator, I critique traditional qualitative research methods and propose queer narrative inquiry as an alternative. Through both inductive and deductive data analysis, emergent themes suggest that new methodological approaches can be developed to include the unique perspectives, challenges, and meaning-making efforts of Black queer male educators in relation to dominant social and cultural narratives.

Author

• Jeffery Franklin, Indiana University - Indianapolis