Gay voices without intersectionality is White supremacy: narratives of gay and lesbian teachers of color on teaching and learning

Abstract

The primary objective of this collection is to document the lived experiences of queer teachers of color who work in P-20 education, as a means of identifying and analyzing how the intersections of race, gender, and sexuality impact teaching dispositions and lived struggles. Similar to Anzaldua, Tate, and Valadez and Elsbree call for ‘queer border crossings’, working across epistemological boundaries and frameworks; the articles presented here cross many disciplinary borders by connecting with individuals across different cultural contexts, in effect breaking pervasive silences of LGB people of color in educational research.

Keywords:

• Queer studies
• critical race theory
• auto-ethnographic

Disclosure statement

No potential conflict of interest was reported by the author(s).

Additional information

Notes on contributors

Christian A. Bracho

Christian A. Bracho is an Associate Professor in the LaFetra College of Education at the University of La Verne, where he is Co-Director of the Center for Educational Equity and Intercultural Research. His research explores teacher movements, teacher identity, Latinx/ queer communities, and nonviolence education.

Cleveland Hayes

Cleveland Hayes is the Associate Dean, Academic Affairs and Rrofessor of Education Foundations in the Urban Teacher Education Department at the School of Education at Indiana University-Indianapolis. Dr. Hayes's research interest includes the use of Critical Race Theory in Education, Historical and Contemporary Issues in Black Education to include the school to prison pipeline, Teaching and Learning in the Latino Community, Whiteness and the Intersections of Sexuality and Race.