Blurb:

This chapter applies recent advances in LGBTQ+ studies in TESOL/applied linguistics to update and extend Cynthia Nelson’s notion of queer inquiry as introduced in chapter one. It then provides educators with practical recommendations for how to construct a queer inquiry-based pedagogy that fits their contextual needs (e.g., national and institutional). This chapter includes both guiding questions for educators who have just begun considering queering their practice, and critical reflective questions for educators who have already started queering their classroom spaces.