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Becoming Dr. Mac J: Queer Identity as Pedagogical Power
Abstract
This chapter examines queer identity as a source of pedagogical power through an autoethnographic, practice-based lens grounded in arts-based education and teacher preparation. Centering the lived experience of a Black queer educator in higher education, the chapter explores how identity informs teaching, leadership, and community-building within contemporary educational spaces. Rather than positioning identity as a liability to be managed, the chapter argues that queer ways of knowing, such as relational awareness, adaptability, and embodied responsiveness, enhance pedagogical practice and student engagement. Drawing on reflective narrative and classroom practice, the chapter introduces Teach the Room, Not the Rules as a developing pedagogical framework that prioritizes facilitation, care, and human connection over control and compliance. The chapter concludes with implications for LGBTQIA+ educators, teacher preparation programs, and institutions seeking to support identity-informed pedagogy, cultivate belonging, and imagine more humane and liberatory futures in education.
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