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An Interdisciplinary Return to Queer and Trans* Studies in Higher Education

Implications for Research and Practice

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Higher Education: Handbook of Theory and Research

Part of the book series: Higher Education: Handbook of Theory and Research ((HATR,volume 35))

Abstract

Over the past few decades, scholars have increasingly highlighted the experiences of queer and transgender individuals on college campuses. Yet, too often, studies in higher education have positioned queerness and trans*ness as purely embodied identities, as opposed to embracing queer and trans* ways of thinking and knowing. To highlight this reality, this chapter begins by synthesizing the existing body of queer and transgender research in the field of higher education, specifically focusing on the literature published during the past decade. The authors then argue that higher education would benefit from increased engagement with work being done on queerness and trans*ness outside of the education field. In order to actualize the potential that interdisciplinary perspectives offer, this chapter provides several arguments on how interdisciplinary thinking can inform the work done in higher education. The authors then conclude by asking what research and practice in the academy would look like from an interdisciplinary queer and trans* approach.

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  1. Auburn University, Auburn, AL, USA

    Antonio Duran

  2. Grand Valley State University, Allendale, MI, USA

    Reginald A. Blockett

  3. University of Arizona, Tucson, AZ, USA

    Z Nicolazzo

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Duran, A., Blockett, R.A., Nicolazzo, Z. (2020). An Interdisciplinary Return to Queer and Trans* Studies in Higher Education. In: Perna, L. (eds) Higher Education: Handbook of Theory and Research. Higher Education: Handbook of Theory and Research, vol 35. Springer, Cham. https://doi.org/10.1007/978-3-030-31365-4_9

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