Clark, C. T., Blackburn, M. V., & Martino, W. J. (Eds.). (2018). Queer and trans perspectives on teaching LGBT-themed texts in schools. Taylor & Francis.
Ghaziani, A., & Brim, M. (Eds.). (2019). Imagining queer methods. NYU Press.
Mayo, C., & Blackburn, M. V. (Eds.). (2019). Queer, trans, and intersectional theory in educational practice: Student, teacher, and community experiences. Taylor & Francis.
Mayo, C., & Rodriguez, N. M. (Eds.). (2019). Queer pedagogies: Theory, praxis, politics. Springer International Publishing.
Sauerland, W. (2022). Queering vocal pedagogy: A handbook for teaching trans and genderqueer singers and fostering gender-affirming spaces. Rowman & Littlefield.
Scholarly Articles
Ackley, H. A., Ladin, J., & Partridge, C. (2014). Trans*formative teaching. Transformations: The Journal of Inclusive Scholarship and Pedagogy, 25(1), 86-101. https://muse.jhu.edu/pub/2/article/630846
Alexander, Q. D. (2023). TERF logics are carceral logics: Toward the abolition of gender-critical movements or Black trans life as pedagogical praxis. Women’s Studies in Communication, 46(2), 230-234. https://doi.org/10.1080/07491409.2023.2193543
Barcelos, C. (2019). Transfeminist pedagogy and the women’s health classroom. Feminist Formations, 31(3), 1-24. https://doi.org/10.1353/ff.2019.0028
BrckaLorenz, A., Garvey, J. C., Hurtado, S. S., & Latopolski, K. (2017). High-impact practices and student–faculty interactions for gender-variant students. Journal of Diversity in Higher Education, 10(4), 350–365. https://doi.org/10.1037/dhe0000065
DasGupta, D., Rosenberg, R., Catungal, J. P., & Gieseking, J. J. (2021). Pedagogies of queer and trans repair. ACME: An International Journal for Critical Geographies, 20(5), 491-508. https://acme-journal.org/index.php/acme/article/view/1911
Fuentes-Miguel, J., Pérez-Samaniego, V., López-Cañada, E., Pereira-García, S., & Devís-Devís, J. (2023). From inclusion to queer-trans pedagogy in school and physical education: a narrative ethnography of trans generosity. Sport, Education and Society, 28(9), 1132-1145. https://doi.org/10.1080/13573322.2022.2073437
Keenan, H., & Lil Miss Hot Mess. (2021). Drag pedagogy: The playful practice of queer imagination in early childhood. Curriculum Inquiry, 50(5), 440-461. https://doi.org/10.1080/03626784.2020.1864621
Kilgo, C. A., Linley, J. L., Renn, K. A., & Woodford, M. R. (2019). High-impact for whom? The influence of environment and identity on lesbian, gay, bisexual, and queer college students’ participation in high-impact practices. Journal of College Student Development, 60(4), 421-435. https://muse.jhu.edu/article/730662
Muñoz, V., & Garrison, E. K. (2008). Transpedagogies: A roundtable dialogue. WSQ: Women’s Studies Quarterly, 36(3&4), 288-308. https://muse.jhu.edu/pub/90/article/255377
Tudor, A. (2021). Decolonizing trans/gender studies? Teaching gender, race, and sexuality in times of the rise of the global right. Transgender Studies Quarterly, 8(2), 238-256. https://doi.org/10.1215/23289252-8890523
Chapters
Johnson, D. E., & Lugg, C. (2011). Queer theories in education. In A. Henry, B. P. Gallegos, M. B. Greiner, P. G. Price, & S. Tozer (Eds.), Handbook of research in the social foundations of education (pp. 233-243). Taylor & Francis.
Rabinowitz, N. S. (2002). Queer theory and feminist pedagogy. In A. A. Macdonald & S. Sánchez-Casal (Eds.), Twenty-first century feminist classrooms: Pedagogies of identity and difference (pp. 175-200). Palgrave Macmillan.