Unmasking Ourselves to Reimagine Teacher Education Through Queer Pedagogy: A Collaborative Study

• In Event: AERA Roundtable Session 3
  In Roundtable Session: Teacher Education Programs and Possibilities

Abstract

We two queer bodies explore our personal and professional “masks” to find in/justice for us and others. We employ autohistoria-teoria (Anzaldua & Keating, 2002) and diffractive processes as methods (Barad, 2017) and use intersectional frameworks to think with us (Barad, 2012; Britzman, 1999; Carter Andrews et al., 2019). Data was taken from multiple meetings. From there, we found major themes: finding queerness, queering teacher education, queering selves and our pedagogy, blurring the public and the private, questioning what is justice, and finding joy in our bodies and scholarship. This study is a shift in self to explore the teaching and learning processes to propose an imaginative, “expansive new systems, pedagogies and approaches” (This call, p. 1) in teacher education programs.

Authors

• Ethan Trinh, Georgia State University

• Nadia Behizadeh, Georgia State University