USC Rossier professors introduce ‘celebratory drag pedagogy’ as a transformative teaching and learning tool

In a new study published in the International Journal of Qualitative Studies in Education, USC Rossier School of Education professors Theodore R. Burnes and John Pascarella III present a bold framework for integrating drag pedagogy into K–12 teacher, counselor and school leadership preparation programs.

Their article, “Centering Celebratory Drag Pedagogies in Queer- and Genderqueer-Evasive K–12 Educator Preparation Programs,” argues that drag, a performative art form that plays with gender expression, can be a transformative teaching and learning tool that promotes creativity, belonging and critical self-reflection in schools.

“In an era when anti-drag sentiment has intensified, our study demonstrates that drag pedagogy is not about controversy; it’s about celebration,” said Burnes, professor of clinical education and a licensed psychologist who works with LGBTQIA2S+ youth. “It offers educators a joyful and liberating framework for helping students express who they are and understand others with empathy and respect.”

The study utilized autoethnographic methods, which examine social issues by reflecting on and analyzing an individual’s personal experiences within specific contexts, grounded in queer theory. Through this work, Burnes and Pascarella examined their own experiences as educator-trainers to explore why many educator preparation programs remain resistant to gender-inclusive trainings and changes. The authors propose a five-component “celebratory drag framework” to help faculty and future educators:

1. Embrace fluidity and “messiness” in the process of social transformation.
2. Recognize gender and sexuality as inherently political topics that demand reflection and advocacy.
3. Replace the concept of gender binaries by recognizing a gender continuum that celebrates joy and non-categorical experiences.
4. Incorporate queer content and process in educator preparation programs—incorporating drag themes into coursework, discussions and assessments.
5. Center joy and community wisdom from drag and gender-diverse artists as models for leadership and inclusion.

The study emphasizes that drag pedagogy encourages embodied learning, which incorporates play, performance and creativity to challenge rigid social norms and foster more inclusive school climates. The authors argue that by embracing drag as pedagogy, educator preparation programs can help teachers and school leaders create safer and more affirming spaces for all students.

“Future educators are being asked to lead in environments shaped by fear and misinformation,” said Pascarella, professor of clinical education and expert in teacher education reform. “Drag pedagogy invites them to lead instead through courage, compassion and joy.”

As debates around inclusive curricula and anti-drag legislation continue nationwide, the authors see their framework as a guide for preparing educators to engage students across all identities with authenticity and care.

The full article, “Centering Celebratory Drag Pedagogies in Queer- and Genderqueer-Evasive K-12 Educator Preparation Programs,” is available online at the International Journal of Qualitative Studies in Education by clicking here.