We Teach Too

Over the past decade, increased attention to the marginalization of queers of color across educational context in North America has forced urgent reevaluations of the legal, political, and pedagogical implications of exclusionary politics (Brockenbrough, 2012, 2013; McCready, 2013). The research done by Brockenbrough (2013) cites the absences of queer of color perspectives in the educational literature and more specifically for this research their perspectives on teaching and learning. An experience that requires the participants to cross-epistemological boundaries and examine their experiences within the intersections of race and gender and in some instances class; which will become evident in the narratives of Malcolm, Carlos and Victor. Following the work of Brockenbrough (2013), McCready (2013) and others this article centers the pedagogical practices of three gay men of color. It is my intent with this line of research to bring to the forefront the lived and pedagogical experiences of gay teachers of color

Art · CITES · Color line · Context (archaeology · Lived experience · Narrative · Pedagogy · People of color · Political science · Politics · Psychoanalysis · Queer · Race (biology · Sociology · Women of color · Critical Race Theory in Education · Gender Roles and Identity Studies · Gender Studies · History · Psychology · Race, History, and American Society

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