Grounding Emerging Scholarship on Queer/Trans* Chicana/o/x and Latina/o/x Pedagogies

Abstract

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Editors’ Introduction: Toward Trans Studies in K–12 Education

“…Compared to other fields, such as sociology, medicine, counseling, and psychology, the field of education lags behind our academic peers with regard to research informed by transgender experiences and epistemologies. Within the United States, higher education researchers have led the way in developing a nascent body of work focused on trans collegiate experiences (see Catalano, 2015; Duran, Blockett, & Nicolazzo, 2020; Garvey, Mobley, Summerville, & Moore, 2019; Jourian, 2017; Nicolazzo, 2017; Stewart & Nicolazzo, 2018) and trans pedagogies in higher education (see Adair, 2015; Aguilar-Hernández & Cruz, 2020; Galarte, 2015; Malatino, 2015; Muñoz & Garrison, 2008; Platero & Drager, 2015; Wentling, 2015). Scholarship dedicated to trans knowledge and experiences is also developing in U.S.-based K–12 education research and addresses topics including trans pedagogies (Keenan, 2017, Miller, 2016), educators’ trans-supportive practices (Mangin, 2020a, 2020b), teachers’ experiences working with trans and/or gender-creative youth (Meyer, Tilland-Stafford, & Airton, 2016), queer and trans youth of color thriving in schools (Darling-Hammond, 2019), and the experiences of nonbinary student teachers (Iskander, 2021) (see also Gilbert & Sinclair-Palm, 2019; Kean, 2021; Keenan & Hot Mess, 2020; McQuillan, 2021; Stiegler, 2016; Suárez & Mangin, 2022).…”