Keenan Harper's 'Drag Pedagogy' Paper Cited Over 100 Times, Sparking Widespread Discussion on Queer Education

An academic paper co-authored by education scholar Keenan Harper, titled "Drag Pedagogy: The Playful Practice of Queer Imagination in Early Childhood," is garnering renewed attention and fueling broader discussions about gender and education. The paper, written with drag performer Lil Miss Hot Mess, explores the pedagogical contributions of Drag Queen Story Hour (DQSH) within early childhood contexts. Social media commentary, such as a recent tweet from Melanie Bennet, highlighted the paper, stating, > "Oh hey, my boy Keenan Harper getting some renewed attention for 'Drag Pedagogy.' You all should read the paper (linked in comments). It's a real eye opener."

Published in Curriculum Inquiry in 2020, the article proposes "drag pedagogy" as a performative approach to queer education, focusing on "living queerly" rather than solely on LGBT lives. Harper and Lil Miss Hot Mess identify five key elements: play as praxis, aesthetic transformation, strategic defiance, destigmatization of shame, and embodied kinship. They argue that DQSH extends queer pedagogy by inviting children into communities more hospitable to queer knowledge and experience.

The paper has achieved significant academic recognition, having been cited over 100 times in scholarly works, indicating its influence within education, gender, and queer studies. Harper, an assistant professor at the University of British Columbia, specializes in the role of schooling and curriculum in shaping societal understanding of gender and sexuality. Lil Miss Hot Mess is also a board member for Drag Queen Story Hour.

Despite its academic reception, the concept of "drag pedagogy" and DQSH has become a focal point of cultural and political debate. Critics, including articles published by the Women's Liberation Front and Christopher Rufo, express concerns that drag pedagogy is an ideological project aimed at deconstructing traditional gender norms, reconstructing child sexuality, and subverting the nuclear family. These critiques often highlight what they perceive as sexualized elements in performances for children and question the suitability of such content for young audiences.

Proponents, however, maintain that DQSH and drag pedagogy foster creativity, imagination, and a more inclusive understanding of identity and expression. They view the program as a means to encourage critical thinking about societal norms and to create spaces where children can explore diverse ways of being. The ongoing discussion reflects a broader societal tension regarding gender identity, education, and the role of public institutions in shaping cultural values.