(Trans)Forming Epistemologies in Teacher Education: A Dialogic Narrative Inquiry Between Two Mad Trans Scholars

• In Event: Queer (Re)Storying of Dreams and Histories

Abstract

This paper explores the epistemological potential of Mad trans subjectivity in dreaming and shaping trans-justice teacher education. Using collaborative narrative inquiry (Barkuizen & Hacker, 2009; Rolling & Brogden, 2009; Cann & DeMeulenaere, 2020), we examine our dialogic practice, scholarship, and embodied experiences to identify critical insights, challenges, and desires for the future of teacher preparation. This deeply personal and political work has implications for curriculum, pedagogy, and research. It is an offering to fellow educators, scholars, and researchers, and an invitation to dream with us. We call those within and beyond our disciplines to center a collaborative, co-created, and solidarity-based praxis that acknowledges the beauty, wisdom, and power of Mad trans bodyminds, a praxis that seeks the liberation of us all.

Authors

• Teukie Martin, Syracuse University

• Jersey Cosantino, Syracuse University