Learning from Queer and Trans Studies introduces readers to key topics in Queer and Trans Studies and employs a queer and trans pedagogy through its non-linear structure that makes connections across disciplines, topics, fields of study, time, and place. Employing a thematic structure and innovatively introducing readers to trans and queer histories, language, geographies, theories, communities, bodies, and politics, the book centers queer and trans lives, and uses queer and trans as methodologies for understanding the social world. As well as addressing established topics within the field, the text encourages critical analysis of personal, institutional, and structural dynamics that influence social, economic, education, medical, and political realities. Addressing trans and queer topics from intersectional, global, and transdisciplinary perspectives, Learning from Queer and Trans Studies: An Introduction is an important text for all those studying Gender Studies, Sociology, Politics, Literature, and many other subjects.
List of Contributors
Acknowledgments
Introduction
D. Chase J. Catalano, Andrea N. Baldwin, Chris A. Barcelos
PART I
Identity
1 Who is Trans and Queer Studies For?
Shuli Branson
PART II
Power
2 Dissidentification
Jessennya Hernandez
3 The Joy & Fury Framework: A Methodological Approach to Trans History
Sascha Darlington & Kim Hackford-Peer
PART III
Bodies and Embodiment
4 Health
Christine Labuski
5 Triangulating Disability, Queer, and Trans Studies
Suisui Wang
PART IV
Time, Space, and Place
6 Migrations and Mobilities
Nana Afua Brantuo
7 Family and Kinship: The Role of Families in LGBTQ+ Liberation
Derek Seigel
8 Coming (In and) Out (of Time) in Lisa Kron & Jeanine Tesori's Fun Home
Caitlin A. Kane
PART V
Liberatory Possibilities and Joy
9 Queer & Trans Affect: Queer & Trans Joy as Sites of Resistance
Casey Anne Brimmer
10 The Digitally Queer Homeplace: Very Demure, Very Unstoppable
Vivian B. Lee
11 Queering Educational Practices & Pedagogies: What Queer and Trans
Liberation Looks and Feels Like in Education
Justin A. Gutzwa & Quortne R. Hutchings
PART VI
Resistance
12 Good Luck and Don't Fuck It Up (for the Culture): On RuPaul's Drag Race,
the Meaning of Drag and How Not to Treat Queer Communities of Color
Julian Kevon Kamilah Glover
13 Querying/Queering How We Think About Sex Education: (Re)Imagining the
Possibilities of Confidence, Consent, Care and Contentment
Ocqua Gerlyn Murrell
14 In Response to Having No Name in the Classroom: Abolitionist Feminist and
Mutual Aid Ruptures for Queer and Trans Studies Cydney Caradonna, Epilogue:
Now what? What's learned here and leaves here
D. Chase J. Catalano, Andrea N. Baldwin, Chris A. Barcelos, Index
D. Chase J. Catalano is an Associate Professor of Higher Education at Virginia Tech, Blacksburg, VA, USA. His research explores power dynamics within, and liberatory possibilities for, higher education with a focus on LGBTQ+ social justice educational interventions (e.g., Safe Zones trainings) and trans and queer center(ed) diversity workers.
Andrea N. Baldwin is an Associate Professor in the College of Humanities at the University of Utah, USA. Her interdisciplinary scholarship engages Black, decolonial, transnational, and Caribbean feminist epistemologies; environmental and digital humanities; and queer of color critique.
Chris A. Barcelos is an Associate Professor of Womens, Gender, and Sexuality Studies at the University of Massachusetts Boston, USA, and the founding director of the minor degree program in Queer and Trans Studies.
