ABSTRACT
Our introduction to the interrelationship of queer, trans, and intersectional pedagogies situates this volume in duration of traditions of theory and practice that have sought to address the complexity and challenges of learning in the classroom and beyond. We take as our starting point the idea that subjectivities are relational and temporal. Meanings change in context and over time. As we attempt to address differences among and between students, instructors, and community members, we do so in the midst of different understandings of ongoing conversations and disputes. We suggest in the introduction—as do authors throughout the collection—that these same pedagogical challenges have shaped political and educational writing for decades, if not longer, and this duration provides resources for teaching, even as innovations and urgencies continue to push the edges of what has come before.
