Queering critical race pedagogy: reflections of disrupting erasure while centering intersectionality

Abstract

This article argues that intersectional pedagogies are one way to capture the experiences of Queers of Color, specifically in higher education classrooms. Using critical pedagogies and critical race theory in education, the author makes the case for the need to intentionally center race and sexuality within pedagogical approaches and curriculum, what they call “Queer Critical Race Pedagogy.” Using autoethnography, the author reflects on three pedagogical practices that center race and sexuality and finds that employing a QCRP is critical because the representation of Queers of Color in the classroom, course materials, and as historical actors are significant to disrupt erasure and silence in curriculum. The author concludes that QCRP can lead students of diverse backgrounds to commit to social change.

Keywords:

• Pedagogy
• Queer of Color
• higher education
• autoethnography
• Queer Chicano

Disclosure statement

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

Additional information

Notes on contributors

José M. Aguilar-Hernández

José M. Aguilar-Hernández is an Assistant Professor of Ethnic and Women's Studies in the College of Education and Integrative Studies at Cal Poly Pomona. He is the proud son of immigrant farmworkers from Zacatecas, México. Aguilar-Hernández transferred from Moorpark Community College to UCLA where he received his B.A. in History and Chicana/o Studies, M.A. in Latin American Studies, and Ph.D. in Education. As an interdisciplinary scholar, his research publications and teaching interests include social movements, educational history, pedagogy, critical race theory, historical methods, and gender and sexuality. Prior to arriving to Cal Poly Pomona, Aguilar-Hernández taught in ethnic studies and education departments at UCLA, California State University Northridge, and California State University Los Angeles. In 2017, he was awarded the Advisor of the Year Award by Cal Poly Pomona's College of Education and Integrative Studies.