Written by two queer-feminist activists and academics who have been teaching a Queer Studies course at an Indian university for 20 years, Pedagogy and Sexualities in Higher Education in India explores the possibilities of decolonising heterosexist colonial knowledge practices and pedagogies by deploying queer theory and methods.

Based on every day praxis of teaching and learning at Jadavpur University, Kolkata, this book looks at how teaching queer studies does not just mean adding a new subject to the curriculum but a revamping, a “queering” of a heterosexist, patriarchal and casteist educational system bearing legacies of colonisation. Interdisciplinary in its scope and method, it combines theory with lived experience, and activism with academics to explore how the LGBITQ+ movement and the shifting status of IPC 377 have impacted educational discourse, pedagogies and curricula in higher education institutions in India.

At the same time, the authors show that academia has equally provided an enabling space for queer educators and queer students to “come out” and queer systems of knowledge production which has had a wide-ranging impact on the LGBTIQ+ movement in India. Posing the critical question 'who speaks for the queer?' the authors analyse the political significance of subjectivity and personhood in research and pedagogy while exploring the possibilities of the formation of a (trans-queer) community through knowledge-sharing, personal narratives, conferences, workshops and seminars and creative projects in academia.

Pedagogy and Sexualities in Higher Education in India thus seeks to bridge the artificial barriers of academic and activist, queer and normative, institutional and community worlds and speaks to multiple audiences.