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This editorial provides an introduction to the Journal of Geography in Higher Education Symposium on "Teaching geographies of sexualities: 20 years on". This edited collection revisits the Symposium "Teaching sexualities in geography" (Journal of Geography in Higher Education, Volume 23 [1999], Issue 1) and the earlier Arena Symposium essay series "Teaching sexual geographies" (Journal of Geography in Higher Education, Volume 21 [1997], Issue 3). The contributions to this updated anthology trace the evolvement and provide original critiques of the current state of sexualities (and, in extension, gender and intersectionality) education in geography curricula in transnational context. These interconnecting papers allow for a more in-depth understanding of the diverse possibilities and challenges facing the teaching of sexualities within geography in a contemporary international climate and identify opportunities for expanded provision. This editorial concludes with critical pointers to champion teaching-inflected sexualities scholarship that traverse disciplinary and geographical borders of pedagogical inquiry. [ABSTRACT FROM AUTHOR]

This paper establishes a novel niche by providing an original critical synthesis of the potentials and challenges of using public art to teach about, and "que(e)ry", sexuality, gender and space. The argument vouches for a critical pedagogy that pursues a visual politics for experiential and potentially transformative learning about processes of social inclusion and exclusion, marginalization, and empowerment. It draws from vignettes of first-hand pedagogical methods in class (in the form of collaborative class debates coordinated through creative educative content including an infographic and educational film) and in the field (in the form of a guided walking tour abroad). The vignettes illustrate how a critical pedagogy aims to instigate "awakenings" and deconstructions of norms (e.g. heteronormativity) and privileged positionalities (e.g. cisgendered, white (gay) male). The analysis indicates multi-sited levels of praxes: critical reflections and critical actions that may stretch beyond the teaching space into "real-world" contexts. The paper demonstrates the value of putting personal experience central by interlocking research and teaching practices. It thereby shows the value of collaborative knowledge production for situated, nuanced understandings of self/culture. This study advocates further "first-person" investigation into the ensuing challenges of negotiating topic sensitivity and the disclosure of positionalities (of both educator and learner). [ABSTRACT FROM AUTHOR]