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Author Bio

Femi is a scholar of education, sexuality, gender, cultural and Black studies, as well as a movement worker and consultant. Their scholarship explores knowledge production and liberation practices across the Black Atlantic, tracing responses to Western domination.

At the core of Femi's work is an examination of how educational structures both constrain and enable liberation. They analyze frameworks shaped by race, sexuality, gender, and class, revealing sites of both oppression and resistance.

Drawing from critical theory, geography, and cultural studies,Femi amplifies counter-narratives and insurgent knowledge systems. Their work demonstrates how marginalized communities transform collective memory into actionable blueprints for justice, reclaiming their right to self-definition and human dignity.

Abstract

This article explores the liberatory praxis and spaces of BlaQueer (Black & Queer) and Trans communities, focusing on educational settings that promote the rights and well-being of Black LGBTQ+ people and how these BlaQueer/Trans educational projects disrupt asymmetrical citizenship and violence. The analysis of BlaQueer/Trans educational projects, ranging from ballroom houses to community-based education programs, reveals core competencies that align with human rights education (HRE) and principles of ballroom culture. These include critical thinking and analysis of power structures and embodied resistance pedagogies that interrogate identity and unequal citizenship while building power to dismantle interlocking oppressive systems. The article contends that these BlaQueer/Trans educational projects exemplify quintessential forms of transformative human rights education, linking intersectional analysis to personal and societal transformative action.

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