Adopting a queer pedagogy in composition classes that include diverse student populations can play an important role in promoting conversations on diversity and equity in the classroom. Under this approach, teachers and students are invited to question the connections between language, the body, power, and ethnicity, thus analysing how our language practices denote unique perceptions of the world. In this article, we intend to connect queer composition theory and pedagogies to a research experience to account for how teachers and students construct embodied and meaningful interactions in the composition class when they explore alternative queer forms of thinking and writing. To accomplish this goal, we foreground the work of queer composition scholars who question how our everyday language and writing practices shape our perception of other individuals and challenge us to consider how we mutually care for and respect each other’s language practices and raced bodies within our pedagogies.

中文翻译：

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在作文教室进行同志教育

在包括多样化学生群体的作文课中采用奇怪的教学法，可以在促进课堂上关于多样性和公平性的对话中发挥重要作用。通过这种方法，邀请教师和学生质疑语言，身体，力量和种族之间的联系，从而分析我们的语言实践如何表示对世界的独特理解。在本文中，我们打算将酷儿作文理论和教学法与研究经验联系起来，以说明教师和学生在探索另类的酷儿思维方式和写作方式时如何在作文课上构建体现的有意义的互动。为了实现这个目标，