Abstract
Recent scholarship in social justice-oriented teacher education emphasizes the importance of critical reflection for preservice teachers and teacher educators. However, more research is needed to document how teacher educators carry out this complex work from various perspectives. Therefore, we queer teacher educators explored selves in this study. We employed a diffractive collaborative autohistoria-teoria to unmask our identities and humanity. Specifically, we drew on queer, new materialist, and humanizing approaches to think with us. We have experienced joy and identity development and offer a queer way of designing and researching in teaching and teacher education.
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