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Abstract
This section includes eighty-six short original essays commissioned for the inaugural issue of TSQ: Transgender Studies Quarterly. Written by emerging academics, community-based writers, and senior scholars, each essay in this special issue, "Postposttranssexual: Key Concepts for a Twenty-First-Century Transgender Studies," revolves around a particular keyword or concept. Some contributions focus on a concept central to transgender studies; others describe a term of art from another discipline or interdisciplinary area and show how it might relate to transgender studies. While far from providing a complete picture of the field, these keywords begin to elucidate a conceptual vocabulary for transgender studies. Some of the submissions offer a deep and resilient resistance to the entire project of mapping the field terminologically; some reveal yet-unrealized critical potentials for the field; some take existing terms from canonical thinkers and develop the significance for transgender studies; some offer overviews of well-known methodologies and demonstrate their applicability within transgender studies; some suggest how transgender issues play out in various fields; and some map the productive tensions between trans studies and other interdisciplines.

"Intersex and/as/is/with disability. The connections between intersex and disability deserve nuanced attention if we are to strengthen intersex human rights claims and understand the experiences of intersex people living with the disabling consequences of medical intervention. Cripping Intersex explores three key themes: the medical management of people with intersex characteristics; the mainstream fascination with sport sex-testing policies; and the eugenic implications of preimplantation genetic diagnosis. This necessary work offers radical new understandings of intersex-with-disability by investigating how intersex and interphobia intersect with disability and ableism, and pushes analyses of intersex experience further than feminist or queer theory can do alone."--

Abstract
This article coins the term Intersex Justice Pedagogy and outlines this practice as a decolonial and intersectional teaching and learning praxis that affirms bodily integrity and bodily autonomy as the practice of liberation for intersex people of color. The author examines the personal, political, and pedagogical exigency for a pedagogy that centers voices from overlapping and interlocking intersex, queer, trans, nonbinary, and feminist communities of color, and takes a critical approach to examining paradigms of power, sovereignty, and "the science of sex" in a social world. Using specific examples of texts and approaches to teaching and learning, this article inspires an examination of pedagogical approaches, not only to teaching intersex and trans studies, but also to teaching social justice, with an emphasis on bodily autonomy and bodily integrity from multiple disciplinary/interdisciplinary locations and perspectives.

For some years now, two intersex associations, Brújula Intersex and Stop Intersex Genital Mutilation, have been coordinating the participation in evaluation processes of the rights of intersex people convened by the United Nations. This article will try to analyse the legal strategies of these two associations to obtain the condemnation of several states by the United Nations. The ultimate goal is to draw a common thread of life stories, functioning of medical devices, silencing by governmental authorities, and possibilities for intersex people's agency.