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I think it would be difficult to make a perfect theoretical approach; as such, what are limitations? What doesn't work or hasn't?

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What are we supposed to do about willful ignorance? I usually like to think about "leaning on historical accuracy" for teaching students about non-revisionist history, but how do we teach these students to be empathetic if they learn more about the history of systemic oppression and still don't care?

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Queer theory/pedagogy shouldn’t position itself as a challenge to normalcy. Queer theory/pedagogy should be subversive by creating an altogether new space that acknowledges the binary as “the old way vs. the better way” instead of “normal vs. atypical”

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Queer theory is about deconstructing false binaries and replacing them with understandings and meanings that are more reflective of more people (like spectra).

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Queer theory must include a variety of perspectives (ie feminism, anti-racist).

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Queer theory does not make an appeal to heteronormativity. It does not seek to make space within the current structure but instead build a new one that is inherently more inclusive.

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Queer theory is self reflective. It seeks to understand what it can offer and provide (in the practicing of queer pedagogy), but is mindful to not slip into heteronormative practices but also not promise more than it can provide.

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Emancipatory - this looks like a new term for us, no doubt the author will explain this, but before we get their I am curious as to what we might think it means, or more significantly what this might look like in a classroom?

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Queer theory is subversive. Baked into the nature of queer theory is the idea that there is a heteronormative structure that exists and that it needs to be actively deconstructed.

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QP does not position marginalized students as spokespeople for their identities.

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QP is not something designed for the comfort of teachers and students. Queering topics is difficult and takes emotional work.

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In practice, queer pedagogy looks like not assuming students' levels of knowledge. Students enter class at different levels and lessons should be differentiated accordingly.

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Process of learning comes from many encounters/conversation with a specific topic from many angles. This is not just to understand a concept, but to also complicate the thinking around various contexts of a concept.

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It seeks to combat the "passion for ignorance." It positions ignorance as ideological vs incapable of learning in a way that is performative. QP seeks to understand that performative desire for ignorance and deconstruct it.

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 It is how people think about, interpret, and interact with with various identities. So the example would be teaching how we make meaning in general (like with semiotics)

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Non-example of QP
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Insight