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.