Peer Reviewed Journal Articles
Lewis M. (in press) Liberatory Art and Design Education: Engaging Queer of Color Pedagogies for Creative Practice. St. John’s University Humanities Review Special Issue: Pedagogy in the 2020s: Approaches to Student Engagement, Thought Provocation, and Fostering Socially Engaged Thinkers in a New Decade.
Lewis M. and M. Cooper (in press) The Saviors of Gullah Identity: Teaching Daughters of the Dust and the ‘Classics’ of Black Women Writers. Feminist Formations Special Issue: Teaching the Feminist “Classics” Now.
Lewis, M. and S. Miller (2018). How does it feel to be a problem? a conversation between two feminist black queer femme chairs. Feminist Formations, 30(3).
Johnson, A., & Lewis, M. (2018). Transcending the acronym, traversing gender: A conversation in the margins of the margins. Women & Language, 41(1).
Lewis, M. and D. C. Hill. (2018). Liberationship: Black Queer Feminist Lovership Pedagogy as Emancipatory Praxis. Pre/Text Special Issue: Queer Rhetorics, Dirtysexy, 24(1-4).
Lewis, M. (2018). Communicating Variations of Blackness: An Intersectional Trans and Intersex Africana Studies Perspective. Communication Teacher, 11(1), 1-8.
Grzanka, P. R., Bhatia, R., Lewis, M. M., Parks, S. L., Woodfork, J., Casiano, M. (2017). Intersectionality, Inc.: A Dialogue on Intersectionality’s Travels and Tribulations. Atlantis: Critical Studies in Gender, Culture, & Social Justice/ Études Critiquess Sur Le Genre, La Culture, et La Justice Sociale, Special Issue: What is Intersectional About Intersectionality Now? 38(1), 16-27.
Lewis, M. (2016). A Genuine Article: Intersectionality, Black Lesbian Gender Expression, and the Feminist Pedagogical Project. Journal of Lesbian Studies Special Issue: Identities, Gender Performances & Pedagogical Practices of Black and Brown Lesbian Educators, 1-12.
Lewis, M. (2011). Body of Knowledge: Black Queer Feminist Pedagogy, Praxis, and Embodied Text. Journal of Lesbian Studies 15(1), 49-57.
Peer Reviewed Book Chapters
Lewis, M. (2020). A Bridge Across Our Fears: Queer Feminist Intersectional Ethnic Studies as Interdisciplinary Praxis. L. A. Saraswati and B. Shaw (Eds.), Feminist and Queer Theory: An Intersectional and Transnational Reader. Oxford University Press.
Lewis, M. (in press). Pedagogical Femme Sensibilities: Teaching Gender and Sexuality Studies Through Queer Affect and Embodiment, In LaFollette, K. and N. Santavicca (Eds.), Queer Approaches: Emotion, Expression, and Communication in the Classroom. Charlotte, NC: Information Age Press.
Lewis M. (accepted) Bridge Work Ahead: Women of Color Liberatory Pedagogies, Then and Now in G. Wilson, J. Acuff, and A. Kraehe (Eds.), A Love Letter to This Bridge Called My Back. Publisher pending.
Lewis, M. (2018). The Vintage Black Glamour Showcase: Developing Media Literacy and Cultural Competency. In H. Kent (Ed.), Teaching Fashion Studies: Exercises and Pedagogies. London: Bloomsbury. (pp. 171-180).
Lewis, M. (2015). Corporeal Presence: Engaging the Black Lesbian Pedagogical Body in Feminist Classrooms and College Communities. In T. Melancon and J. M. Braxton (Eds.), Contemporary Black Female Sexualities. New Brunswick: Rutgers University Press. (pp. 41-56).
Invited Book Chapters
Lewis, M. (2016). Pedagogy and the Sista’ Professor: Teaching Black Queer Feminist Studies. In R. Brock, D. Nix-Stevenson, and P. Miller (Eds.), The Critical Black Studies Reader. New York: Peter Lang.
Lewis, M. (2015). Pedagogy and the Sista’ Professor: Teaching Black Queer Feminist Studies. In E. Meiners and T. Quinn (Eds.), Sexualities in Education: A Reader. New York: Peter Lang Publishing Group, 2011 (pp. 33-40).
Lewis, M. (2015). Incorporating Transfeminist Perspectives: Women’s Studies and Gender Variance. In M.T. Berger and C. Radeloff (Eds.), Transforming Scholarship: Why Women’s and Gender Studies Students Are Changing Themselves and the World 2nd ed. (pp. 45-47). New York: Routledge.
Lewis, M. (in press). Thunder Cake. In J. Crews and M. Walsh (Eds.), Queer Nature. Philadelphia, PA: Autumn House Press.
Lewis, M. (2020). Catfish Mardi Gras Queen. In Judd, Bettina (Ed.), Auburn Avenue, Autumn/Winter 2019. Atlanta, GA. https://www.theauburnavenue.com/catfish-mardi-gras-queen
Lewis, M. (2017) We Take On. In Stephanie Andrea Allen and Lauren Cherelle (Eds.) Serendipity: Black Lesbian Literary Collective. Fall/issue 2. http://serendipitylitmag.org/we-take-on-mel-lewis/
Lewis, M. (2017). Reading Myself into Existence, Inside Higher Ed, Tuesday, October 31, 2017.
Book and Film Reviews
Lewis, M. and R. Epstein (2012). Review: Cold War Femme: Lesbianism, National Identity, and Hollywood Cinema, by Robert J. Corber and Soldiers’ Stories: Military Women in Cinema and Television since World War II, by Yvonne Tasker. Feminist Formations. 24(3), 136-142.
Lewis, M. (2011). Review of A Touch of Greatness, by Leslie Sullivan and Fem Crit: Experimental Works for Educational Environments, by Lisa Hayes, et al. Films for the Feminist Classroom/ Signs: Journal of Women in Culture and Society 3(2) http://ffc.twu.edu/issue_3-2/rev_mml_3-2.html.
Research in Progress
Afrofuture/Archive: An Ancestral Black Queer Biomythography (with historian and archivist Kerrie Cotten Williams) creates a new lexicon for queer Afrofuturist archives. Influenced by Lorde’s biomythograpy (Zami, 1982), DeVeaux’s queering historical memory (Yabo, 2014), and Butler’s speculative futurist meditations (Patternist Series and Kindred, 1971-84), the authors quilt the contours of Black queer kinship across space and time, from enslavement in the deep south to queer liberatory loving in the digital world.
Femme Query: Politics, Pleasure, and Queer of Color Pedagogies examines three perspectives; femme pleasures, femme politics, and femme possibilities. “Pleasures” interrogates sexual desire, sartorial expression, formations of femme relational power, and approaches to cultivating sustainable inclusive beloved community. “Politics” explores political agency and creative femme methodologies for addressing misogynoir, violence, and invisibility. Finally, “Pedagogies” envisions gender [Afro]futures, femme performance as radical creative teaching and learning practice, and presents “liberationship pedagogies” as a framework for QTPOC loving as liberatory praxis. This qualitative work engages and contributes to the expanding literature on femme gender identity and expression and centers the lived experiences of activists, cultural workers, artists, and educators of color.