Entangled Genders: Unraveling Transformative Justice in the Early Childhood Classroom

IF 0.5 Q3 SOCIAL ISSUES QED-A Journal in GLBTQ Worldmaking Pub Date : 2022-10-01 DOI:10.14321/qed.9.issue-3.0053
D. Brody
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Abstract

abstract:In contemporary discourses on transformative justice in education for gender diverse and trans youth, birth to three classrooms are often left out of the conversation. Yet mechanisms of carcerality, such as classism, racism, ableism, heteronormativity, cisnormativity, and xenophobia arise as children construct meaning through their primary method of exploration and learning: play. This article looks more deeply at the complexity of dismantling gendered violence in early childhood spaces, incorporating a liberatory praxis rooted in the work of Black queer feminism, queer theory, and early childhood scholarship. The following is a true story about my experience as a white, closeted, nonbinary trans teacher navigating transphobia with a white two-year-old student exploring gender in the classroom. The aim is not to provide scripted answers but rather to provide critical space to contemplate how we can assist in the healing process as we cultivate safer spaces for ourselves, our colleagues, our students, and their families.
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纠缠的性别:揭示幼儿课堂中的变革正义
在当代关于性别多元化和跨性别青年教育变革正义的话语中,出生到三个教室往往被排除在对话之外。然而,阶级歧视、种族主义、残疾歧视、异性规范性、顺规范性和仇外心理等专制机制在儿童通过探索和学习的主要方法——游戏——构建意义时出现。本文结合黑人酷儿女权主义、酷儿理论和早期儿童学术的解放实践,更深入地探讨了在早期儿童空间中拆除性别暴力的复杂性。以下是一个真实的故事,讲述了我作为一名白人、未出柜、非二元性别的跨性别教师与一名两岁的白人学生在课堂上探索性别的经历。我们的目的不是提供照本的答案,而是提供一个关键的空间来思考我们如何在为我们自己、我们的同事、我们的学生和他们的家人创造更安全的空间的同时,帮助他们愈合创伤。
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发文量
17
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