6 CAN WE LEARN QUEERLY? Queer Theory and Social Justice Pedagogies, Part 2 Lisa W. Loutzenheiser Introduction The charge from the editors of this volume was to think again about queer theories in educational spaces, especially within social justice education. In the 2010 edition of this volume (Loutzenheiser, 2010), I analyzed the multiple changes in these fields and the lapses in my first published article on lesbian, gay, and bisexual (LGB) students (Loutzenheiser, 1996). My intention then was to demonstrate how thinking in the field had changed and how I under- stood writing about LGB youth as a relatively standard form of risk-based analysis. I concluded that it behooves researchers and scholars to recognize and examine the norms of their respective academic disciplines to discern how transformations of thoughts, theorizing, and practice can be productive. While this chapter takes a different approach, my desire to scrutinize my thinking and theorizing to refine and advance the cross-section of the fields in which I write remains. As I work on this chapter, nothing is the same, and little has changed. The COVID-19 pandemic has had an unequal impact on Black, Latinx, Asian, and Indigenous peoples, transgender/Two Spirit 1 , and non-binary folk, people with disabilities, refugees, those who are housing insecure, without legal status, and youth. The long history of missing and murdered Indigenous Two Spirit, women, and children continues, and their numbers grow. George Floyd died at the hands of the police in the United States (along with countless others). Communities and archeologists have uncovered the unmarked graves of hun- dreds and thousands of Indigenous children at former Canadian residential school sites, and more are likely to come in both Canada and the United States. None of these events or the oppression bound up within them are new to the communities and people most affected or subject to these events. In response, social movements have arisen in attempts to make systemic change. Some folks identify as 2SLGBTQ+ 2 (Two Spirit, lesbian, gay, bisexual, transgender, and queer) or a cultural equivalent in each of these groups. 124 DOI: 10.4324/9780429352409-9 Loutzenheiser, L.W. (2022). The path that should never end: Queer theories at the intersections (mis titled as Can We Learn Queerly?: Queer Theory and Social Justice Pedagogies. Part 2) in Chapman, T. K and Hoebel, N. (Eds). 2nd edition. Social Justice pedagogy across the curriculum: The practice of freedom (pp. 123-146). Routledge.