Abstract
This article aims to decolonize queer epistemology in order to challenge the hegemony of white/eurocentric LGBTQ histories, cultures, and representations as the universal and normalized standard of queer and trans life and sociality. Toward this objective, it analyzes whitestream queer epistemology, and notes its limits that do not account for its inclusions and exclusions, especially in relation to race, geography, and methodological (homo)nationalism. It draws attention to the works of queer and trans theorists, researchers, and educators from the global majority, especially the growing scholarship on LGBTQ education outside of the United States, to point out a significant gap in our theoretical, empirical, and pedagogical understanding. The article foregrounds the interpretive and methodological approaches of decolonization and cultural studies to offer more expansive and generative examinations of research on difference, power, and knowledge. As examples of cultural imaginary from the global majority, it foregrounds the coming of age boys love (BL) genre from Asia and, in particular, three BL series from the Philippines. It advances three approaches for decolonizing queer epistemology that challenge eurocentrism, affirm alternatives, and embrace affect, and extrapolates the implications of such critical interventions to queer and trans studies in education.
Methodological Approach
Theoretical or Conceptual
DOI
https://doi.org/10.60808/cvn9-4528
Recommended Citation
Coloma, R. (2024). Decolonizing Queer Epistemology: Boys Love and Cultural Imaginary from the Global Majority. Journal of Queer and Trans Studies in Education, 1(1). https://doi.org/10.60808/cvn9-4528
Included in
Education Commons, Gender and Sexuality Commons, Lesbian, Gay, Bisexual, and Transgender Studies Commons
