• A. Longoria Western Washington University
Keywords: identity-sustaining pedagogy, queer theory, child and youth care, teacher education


This essay aims at connecting child and youth care (CYC) to U.S. teacher education, educator pathways, and schooling in the United States. Further, this essay addresses Wolfgang Vachon’s call to push the boundaries of CYC, specifically in queering the field. I offer ways U.S. teacher education contexts and practices might be considered as guidance in supporting queer identities in CYC. I posit that there is a corporeal pedagogy that queer CYC practitioners enact that is effected beyond simple visibilities, and that they sustain their own identities and survival in CYC spaces through this practice. I also offer a testimonio of my practice as an out genderqueer, Chinese Mexican teacher educator who works in U.S. field-based teacher training and after-school CYC spaces. Further, I argue for critical engagement with curricula and field work in our training programs and make a call for training programs to support CYC practitioners in sustaining their queer identities. Finally, I argue for a need to continue to archive — and perhaps rescue — the practices and collective memories of queer CYC practitioners in order to advance a meaningful sustaining of queer identities in CYC.


Download data is not yet available.


Metrics Loading ...

Author Biography

A. Longoria, Western Washington University

Assistant Professor of Secondary Education and Director of the Master in Teaching Program in the Woodring College of Education


Alvarez, E. F., Jr. (2016). Finding sequins in the rubble: Stitching together an archive of trans Latina Los Angeles. Transgender Studies Quarterly, 3 (3-4),618–627.

Banks, J. A. (2004). Multicultural education: Historical development, dimensions, and practice. In J. A. Banks & C. A. McGee Banks (Eds.), Handbook of research on multicultural education (2nd ed., pp. 3–29). Jossey-Bass.

Biegel, S. (2010). The right to be out: Sexual orientation and gender identity in America’s public schools. University of Minnesota Press.

Brim, M. (2020). Poor queer studies: Confronting elitism in the university. Duke University Press.

Charles, G., & Anderson-Nathe, B. (2020). Uncertainty in the time of coronavirus. Child & Youth Services, 41(1), 1–2.

Collins, P. H. (2019). Intersectionality as critical social theory. Duke University Press.

Crenshaw, K. (1991). Mapping the margins: Intersectionality, identity politics, and violence against women of color. Stanford Law Review, 43, 1241–1299.

Cruz, C. (2012). Making curriculum from scratch: Testimonio in an urban classroom. Equity & Excellence in Education, 45(3), 460–471.

Duncan-Andrade, J. (2009). Note to educators: Hope required when growing roses in concrete. Harvard Educational Review, 79(2), 181–194.

Fadulu, L. (2019). Trump’s rollback of transgender rights extends through entire government. The New York Times.

Gay, G. (2018). Culturally responsive teaching: Theory, research, and practice (3rd ed.). Teachers College Press.

Gharabaghi, K., & Anderson-Nathe, B. (2011). Editorial: Living, working, and writing about global children and youth. Child & Youth Services, 32(1), 214–218.

Ghaziani, A., & Brim, M. (2019). Imagining queer methods. New York University Press.

Green, J., Hoskin, R. A., Mayo, C., & Miller, sj. (2020). Navigating trans*+ and complex gender identities. Bloomsbury.

Jagose, A. (1996). Queer theory: An introduction. New York University Press.

Keenan, H. B. (2017). Unscripting curriculum: Toward a critical trans pedagogy. Harvard Educational Review, 87(4), 538–556.

Kidd, D. (2017). Social media freaks: Digital identity in the network society. Westview.

Kumashiro, K. (2002). Troubling education: Queer activism and antioppressive pedagogy. Routledge.

Larson, B., Baker-Sennet, J., Chu, M., Korsmo, J., Longoria, A., & Velez, V. (2019, April 5–9). Family and community engaged teaching: A systems approach to pre-service teacher preparation [Paper presentation]. American Educational Research Association (AERA) Annual Meeting, Toronto, Ontario.

Lunenberg, M., Korthagen, F., & Swennen, A. (2007). The teacher educator as a role model. Teaching and Teacher Education, 23(5), 586–601.

Mayo, C. (2014). LGBTQ youth and education: Policies and practices. Teachers College Press.

McCann, H., & Monaghan, W. (2020). Queer theory now: From foundations to futures. Red Globe Press.

McCready, L. T. (2010). Making space for diverse masculinities: Difference, intersectionality, and engagement in an urban high school. Peter Lang.

Muñoz, J. E. (1999). Disidentifications: Queers of color and the performance of politics. University of Minnesota Press.

National Public Radio. (2021, March 15). What’s driving the spate of anti-transgender state legislation?

No Child Left Behind (NCLB) Act of 2001, Pub. L. No. 107-110, § 101, Stat. 1425 (2002).

Obergefell v. Hodges, 576 U.S.___(2015).

Paris, D. (2012). Culturally sustaining pedagogy : A needed change in stance, terminology, and practice. Educational Researcher, 41(3), 93–97.

Pascoe, C. J. (2012). Dude, you’re a fag: Masculinity and sexuality in high school (2nd ed.). University of California Press.

Peréz Huber, L. (2009). Disrupting apartheid of knowledge: Testimonio as methodology in Latina/o critical race research in education. International Journal of Qualitative Studies in Education, 22(6), 639–654.

Pennell, S. M. (2016). Queer cultural capital: Implications for education. Race Ethnicity and Education, 19(2), 324–338.

Rasmussen, M. L. (2004). The problem of coming out. Theory into Practice, 43(2), 144–150.

Rios, F. A., & Longoria, A. (2021). Creating a home in schools: Sustaining identities for Black, Indigenous, and teachers of color. Teachers College Press.

Rodriguez, N. (2012). Queer imaginative bodies and the politics and pedagogy of trans generosity: The case of Gender Rebel. In J. C. Landreau and N. M. Rodriguez (Eds.), Queer masculinities: A critical reader in education (pp. 267–288). Springer.

Rofes, E. (2000). Young adult reflections on having an openly gay teacher during early adolescence. Education and Urban Society, 32(3), 399–412.

Slovin, L. (2020). What grade are you in? On being a non-binary researcher. Curriculum Inquiry, 50(3), 225–241.

Stryker, S. (2017). Transgender history: The roots of today’s revolution (2nd ed.). Seal Press.

Vachon, W. (2013). Do not enter: What are the risks of gatekeeping child and youth care? Child & Youth Services, 34(2), 156–171.

Vachon, W. (2020). Queering child and youth care. International Journal of Child, Youth and Family Studies, 11(2), 61–81.

Will, M. (2020, June 15). LGBTQ teachers celebrate Supreme Court ruling on workplace protections. Edweek.

How to Cite
Longoria, A. (2021). MOVING QUEER VISIBILITIES INTO IDENTITY-SUSTAINING PRACTICES IN CYC: TOWARD QUEER(ED) FUTURES. International Journal of Child, Youth and Family Studies, 12(3-4), 152-169.