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 centres 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.
Table of Contents:
Introduction D. Chase J. Catalano, Andrea N. Baldwin, Chris A. Barcelos, Chapter 1: Who is Trans and Queer Studies For? Shuli Branson, Chapter 2: Dissidentification Jessennya Hernandez, Chapter 3: The Joy & Fury Framework: A Methodological Approach to Trans History Sascha Darlington & Kim Hackford-Peer, Chapter 4: Health Christine Labuski, Chapter 5: Triangulating Disability, Queer, and Trans Studies Suisui Wang, Chapter 6: Migrations and Mobilities Nana Afua Brantuo, Chapter 7: Family and Kinship: The Role of Families in LGBTQ+ Liberation Derek Seigel, Chapter 8: Coming (In and) Out (of Time) in Lisa Kron & Jeanine Tesori's Fun Home Caitlin A. Kane, Chapter 9: Queer & Trans Affect: Queer & Trans Joy as Sites of Resistance Casey Anne Brimmer, Chapter 10: The Digitally Queer Homeplace: Very Demure, Very Unstoppable Vivian B. Lee, Chapter 11: Queering Educational Practices & Pedagogies: What Queer and Trans Liberation Looks and Feels Like in Education Justin A. Gutzwa & Quortne R. Hutchings, Chapter 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, Chapter 13: Querying/Queering How We Think About Sex Education: (Re)Imagining the Possibilities of Confidence, Consent, Care and Contentment Ocqua Gerlyn Murrell, Chapter 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
About the Author :
D. Chase J. Catalano is an Associate Professor of Higher Education at Virginia Tech. 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. 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 Women’s, Gender, and Sexuality Studies at the University of Massachusetts Boston and the founding director of the minor degree program in Queer and Trans Studies.
