Paper
A shift in the way we view metacognition is necessary to make metacognition a more equitable tool for students. In order to conceptualize a version of metacognition that does not center on heteronormative assumptions, metacognition will be conceptualized through a queer lens–(i.e., “queering” metacognition). The ideas presented in this session are informed and influenced by prior conversations about queering educational spaces and disciplines in education (Ford, 2004; Rodriguez & Pinar, 2007; Russell et al., 2008). The goal of this session is to better understand how queering metacognition has the potential to create a more equitable campus community.