ABSTRACT
Traditional research has looked at how gender impacts and influences classroom dynamics but much of this work has yet to look at how queer of color educators can experience that classroom in distinctively divergent ways. This chapter attempts to fill some of these gaps by locating our familiarities as queer of color educators who share intersectional identities yet differ in our individual classroom experiences. This chapter provides a collaborative autoethnography that uses critical performance pedagogy to examine how power and privilege operate in the classroom, particularly in relation to gender and sexuality. Moreover, we look at the ways in which we can empower ourselves as well as our students in the classroom. The goal of this work is to introspectively understand how our bodies function in the classroom, and how we can use queer worldmaking and queer relationality to build coalition between queer of color educators.
