Transformative Encounters: Gender and Sexuality Pedagogies in Canada aims to understand how teachers, students, university and college administrators, and community organizers use pedagogy to engage in transformative outcomes. We are interested in how the classroom and other spaces for applied learning—such as in experiential learning and community engaged learning contexts—can be spaces for what we call “transformative encounters,” which are moments of friction, collaboration, learning, and/or action that bring about change at the individual, collective, or wider societal level. This includes transformation and change that is easily identifiable, such as an action or social movement; as well as the more subtle forms of change at the affective level, which may take shape in shifting one’s perspective, a change in behaviour, or a different feeling. Transformative encounters include, but are not limited to: classroom assignments or discussions that inspire student advocacy and activism; student projects that lead to new initiatives being developed both within and outside of the university; conflicts or complaints in the classroom that lead to program changes, new hiring priorities, or trainings and workshops for faculty and staff; the role of gender and sexuality programs in participating in wider community-based or social movement projects; knowledge mobilization and/or community-university partnerships and experiential learning projects; emergent trends in gender and sexuality education around canonical theories, subfield development, and history; and equity, diversity, inclusion, accessibility, decolonization, and justice initiatives within programs and institutions.