Bi, Butch, and Bar Dyke: Pedagogical Performances of Class, Gender, and Sexuality

Current theories of radical pedagogy stress the constant undermining, on the part of both professors and students, of fixed essential identities. This article examines the way three feminist, queer teachers of writing experience and perform their gender, class, and sexual identities. We critique both the academy’s tendency to neutralize the political aspects of identity performance and the essentialist identity politics that still inform many academic discussions.