Countering Epistemic Injustice: The Work of Intergenerational LGBTQ+ Dialogues

Abstract

W e write as collaborators with a shared interest in the educative need for and potential of lesbian, gay, bisexual, transgender, queer, and other sexual and gender minorities (LGBTQ+) intergenerational dialogues. In Greteman’s (2017) article, “Helping Kids Turn Out Queer: Queer Theory in Art Education,” he pondered what it might mean to think seriously (and perhaps playfully) about the work of helping queer students come into presence. Rooted in queer theory, his argument recognized, as Richard Ford (2007) noted, “If one is born straight or gay, one must decide to be queer” (p. 479). Yet how does one decide to be queer, particularly within