Abstract
This article advances theory to practice by describing the application of queer norm-critical pedagogy to a poster given as part of a virtual session at the 2021 American Association of Colleges of Nursing Diversity Symposium. The authors created and facilitated the experience of a queered, conceptual poster, inviting a critical appraisal of both the limits and the possibilities of knowledge sharing and co-creation among nurse educators and nursing scholars. The poster was and remains a multimodal, democratic, space/time-transgressing performance whose reach extended well beyond the Symposium in both time and (virtual) space. Inviting learners into this co-created, ongoing educational activity up-ends the hierarchies of conference participation, breaking the fourth wall. This kind of work also has potential for the classroom. With planning and creativity, nursing educators can use the methods described here to queer their teaching. [J Nurs Educ. 2024;63(4):265-267.].
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