ABSTRACT The 50th anniversaries of the Stonewall riots and my entry into the field of early childhood education prompt me to reflect both on the initial years of my activist and professional life and on these, the final ones. Feeling historical, increasingly connected to both the past and the future, I am discomforted by traditional notions of legacy, weighted down as they are with commitments to social and biological reproduction. In this essay I propose a new understanding of legacy, one is generative rather than reproductive, less about trying to shape the future and more about accepting its unknowability. Reimagining legacy as something ethereal, more queer if you will, I embrace its potential for provoking educators to examine their pedagogical intentions and raising heretofore unthought possibilities.

中文翻译：

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酷儿遗产及其变迁：50 年的教与学

摘要 石墙暴动 50 周年和我进入幼儿教育领域促使我反思我的活动家和职业生涯的最初几年以及这些，最后几年。感受到历史，越来越与过去和未来联系在一起，我对传统的遗产概念感到不安，因为它们对社会和生物繁殖的承诺变得沉重。在这篇文章中，我提出了一种对遗产的新理解，一种是生成性的而不是生殖性的，不是试图塑造未来，而是接受它的不可知性。将遗产重新想象为空灵的东西，如果你愿意的话，更奇怪的是，我接受它激发教育工作者检查他们的教学意图并提出迄今为止未曾考虑过的可能性的潜力。