This qualitative study explored the discourses of multiple drag queens who have current/past experiences teaching in US PK-12 education. This study's purpose was to provide insight into how a "Drag Pedagogy" is embodied in how teachers develop students' social-emotional learning (SEL) through a drag-infused queer pedagogical lens. Queer theory and thematic narrative analysis were conducted on the participants' interview data. The drag queens expressed influences from drag that embodied the following SEL-based themes: (1) Social and self-awareness: Learning to express your own and understand others' emotions; (2) Relationship skill and self-management: Supporting others in your community; (3) Responsible decision-making: Promoting community well-being and love; and (4) Self-awareness and self-management: Encouraging a positive self-image. Overall, this study's findings demonstrate that a drag pedagogy can provide a radical, political, transformative, and queer approach to SEL.
Heather C. Macías (Fri,) studied this question.