Abstract
To round out the volume, the editors discuss how their understandings of intersectionality have evolved during this project to help the reader begin to parse the dense and varied work that has been carried out in this volume. Moreover, they tie together the disparate themes that emerged in this book. Finally, this chapter shares what the authors hope the future holds for intersectional approaches to LGBTQ+ issues in the field and calling on our professional peers to ensure that space is maintained in our public professional spaces for marginalized minority voices, whether they be so based on race, gender, sexuality, ethnicity, ability, or neurotypicalness.
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Notes
- 1.
Here, it should be noted that during the course of editing this collection, that Joshua has switched to exclusively using the gender-neutral pronouns, “they/them”, and has also begun painting their nails and favoring clothing items such as shawls and wraps, fashion-based performances of self more traditionally associated with femininity and women.
- 2.
Note here, that we most emphatically do not cite Shapiro (2018) as a definitive source. He is merely the loudest mouthpiece of the opposition. What is particularly damaging is that he is utilizing the rhetorical trappings of researched academic argument to spread misinformation and hate.
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Paiz, J.M., Coda, J.E. (2021). Reflections on Intersectionality in Applied Linguistics and World Languages Education: Lessons Learned and Paths Forward. In: Paiz, J.M., Coda, J.E. (eds) Intersectional Perspectives on LGBTQ+ Issues in Modern Language Teaching and Learning. Palgrave Studies in Language, Gender and Sexuality. Palgrave Macmillan, Cham. https://doi.org/10.1007/978-3-030-76779-2_9
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