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Abstract
Trans*formative pedagogies are explored through dialogue between two trans* teachers working in Madrid public schools. The queer methodological approach of personal dialogue and reflection provides an inside perspective into the emergent development of trans* pedagogy in public school classrooms. The authors' divergent positionalities raise challenging questions for trans* teachers: How are gender and sexuality still perceived as dangerous topics in education, and how can these issues be addressed with students? Can we move beyond chicos y chicas identity politics? Is the presence of a trans* teacher in the classroom enough to create transformative pedagogy? How does this work connect to, uphold, and challenge the neoliberal economic paradigms that shape public education? The specificity of the Spanish educational context is emphasized, with attention to the complexities of bilingual education and cultural imperialism.