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This essay explores the relationship of two homeless youth--one queer and one trans--as they move together through and pass time in public space between the opening hours of their shelters and groups homes. Pulling from a critical ethnography of the experiences of trans and queer youth in New York City, this essay examines how these two youth come to know how to navigate and be in relation with the affects, structures, bodies, and discourses that comprise the city. The essay centers their relationship as an act of resistance, or queerruption as per this symposium, against normative assumptions about race, gender, and sexuality that dictate how the city is "supposed" to be used. The essay is written in a narrative form that asks readers to consider how they are coming to know these two youth through the ways they are animated in the text, with the purpose being to unpack the assumptions of presupposing who, what, and where trans and queer youth are thought to be.

This paper rethinks education's reliance on knowing who queer and trans youth are. It suggests that both desires to "know" who youth are and the processes by which curriculum, policy, and scholarship come to know what is thought to be known about youth flattens and diminishes youths' life experiences and what they might be/come. By examining the ideas that are thought to be known about queer and trans youth, the paper explores how these ideas tend to excise the specifics of youths' lives, particularly along racial lines. Moreover, this paper considers how queer and trans adults' desires to place queer and trans youth within historical lineages, present-day conundrums, and future imaginings limits youths' own explorations and determinations of their own gendered and sexual presentations, expressions, and identities. In total, this paper asks: how might we get to unknow queer and trans youth?

This paper places under examination the arguments used to fight against school policies and legislation intended to guarantee and protect the rights of trans students. That is, the paper's central investigation works to uncover the regimes of truth about children, gender, race and privacy implicit in the methods employed by activists who seek to counter the expansion of rights for trans students. Using critical discourse and document analyses influenced by queer theories and Critical Race Theory, this paper examines the group Privacy for All Students and the arguments it makes in campaign documents against California State Assembly Bill 1266--the statewide trans students' right law passed in 2013. First, this paper unpacks the intertwined constructions of children before moving to an examination of how notions of innocence are founded by gendered, sexual, and racial regimes of truth. Then, it explores how the foundational logics of the public sphere make possible for PFAS to address their arguments about children and innocence to "the public" and suggest why close, critical readings of the seemingly implicit ways of knowing and thinking about gender, race, and privacy in their documents are important towards ensuring trans students have a place in school.

In this paper we explore our experiences working with queer and trans youth who have taken "non-traditional pathways out of high school. Drawing on Foucauldian theories of normalisation and Halberstam's queerings of time, success, and failure, we consider how certain aspects of schooling have shaped queer and trans youths' desire to seek out GEDs or early entrance into post-secondary school as strategies to escapes their high school environments. Through our reflection on our experiences with these students, we have identified some of the barriers that these students faced with regard to high school completion. Additionally, we found the tension between success and failure often shaped the alternative paths these queer and trans youth had chosen in an effort to negotiate their schooling experience. In the end, we question the current organisation of secondary schooling and suggest that a (re)envisioning of alternative educational pathways out of secondary schooling would provide destigmatising, non-normative modes of engagement with schools and learning.

This interview-based essay explores how a teacher-training program, while ostensibly dedicated to the idea of teaching for social justice, completely neglected issues of homophobia and heterosexism. How did silence around queer issues leave a dedicated group of young, queer teachers-in-training without the academic, intellectual, or psychological support? Without this support, how did these teachers establish for themselves what it means to be a queer teacher and how did they navigate combating homophobia (both on the individual and institutional levels), come out to students and colleagues and serve as a role model and advocate for queer or questioning students? (Contains 2 notes.)

This article discusses the role and experience of queer youth and allies in the Fair Wisconsin campaign that fought against the marriage amendment to that state's constitution. It illustrates how LGBT and ally youth involvement can be incorporated into other organizations. Following an explanation of the campaign, are narratives of two extraordinary youth activists who became integral parts of the campaign. (Contains 1 note.)

This article narrativizes a walking go-along interview I, a cis white queer man, completed with JS, a Black trans young woman, while walking to the Christopher Street Pier in the West Village of New York City. The narrative form of this piece works to think against white- and cis-normative senses of time-keeping and place-making by illuminating how our bodies and social positions were perceived in relationship to each other and the environs of the go-along. While the Pier has long been an important public and community space for trans and queer Black and Latinx communities, especially young people, it has concurrently faced waves of gentrification that have made this place inhospitable to these communities. Giving an account of this walking interview through this contested area attends to JS's experience and perception of place, community, history, and safety, including the ways it aligns and is in tension with my own and others' experiences and perceptions of the Pier and its surroundings. [ABSTRACT FROM AUTHOR]

This article offers emergent methodological frameworks toward sensuously analyzing go-along interviews. Recently, scholars have called for analyses of go-alongs that include affective moments and experiences of the go-alongs to offer insight into everyday experiences beyond the words spoken during the interview. This article offers analytical narratives of a study with trans, queer, and non-binary youth that focus on such moments during go-alongs when the act of doing research brought conversations to a halt. Such attention allows for deeper understanding of how senses experienced during interviews impact that which was produced, and not just what was said, during go-alongs. [ABSTRACT FROM AUTHOR]

In this article, the authors explore the work of becoming queer within the Millennial generation. Collaborative in nature, their investigation turns to three key popular-culture texts of the 1990s-Will & Grace, Rent, and MTV's Spring Break-that were central to their then-emerging sense of self. Staged as an intragenerational conversation, the authors look to create space to unpack the connections, anecdotal by design, between popular texts and changing ideas of queer identity and community. Since neither author grew up within the confines of a gay ghetto-Boystown of Chicago, the Castro of San Francisco, the East Village of New York City-where they may have encountered and been enamored by the avant-garde queer subcultures so often praised in queer scholarship (for important reasons), they turn instead to experiences with popular culture that opened up lessons in becoming gay, in rural and Midwestern locales where queerness operated and emerged differently.