This paper utilizes collaborative research methods to present engagements with aspects of drag pedagogy within and beyond a hybrid professional development series designed to support the teaching of LGBTQ+ history and identities within K-12 classrooms. The first three authors on this project designed a hybrid professional development series titled Teaching LGBTQ+ Histories and Identities Using Primary Sources in which the second three authors on this project three preservice teachers (PSTs), enrolled as participants. This article features narrative and artistic representations of reflection generated by PD facilitators and PSTs in which we offer lines of thought related to individual and collective engagements with drag pedagogy within the PD, personal-political commitments toward supporting LGBTQ+ students, and pedagogical possibilities and as we each move forward in their careers as educators and teacher-researchers.
Hawkman et al. (Tue,) studied this question.