“…Moreover, as Wargo (2016) offers, although the classroom serves as a rich site of knowledge production about Lesbian, Gay, Bisexual, Transgender and Queer (LGBTQ) youth, “it dismisses the embodied experience of, and resistance to, the oppressive and domineering affects of school and schooling” (p. 299). Such noticeable shortcomings rest on the deployment of queer within educational studies and practice, in which queer has become “synonymous with lesbian, gay, bisexual, and/or transgender,” reinforcing static categories of identity and heterosexuality (Wargo, 2016, p. 301). Queer pedagogy should not be delinked from the material realities of students of color and other bodies that are “continuously oppressed and dominated by institutions and legal systems” (Wargo, 2016, p. 301).…”