Pub Date : 2021-05-03DOI: 10.1080/14681366.2021.1923057
Gørill Warvik Vedeler
ABSTRACT This article explores school-home collaboration as a pedagogical phenomenon and contributes to a rationale for collaboration between school and parents in upper secondary education. The theory of practice architectures is used as an analytical lens . It sheds light on arrangements that enable or constrain the semantic, social, and physical spaces where students, parents, and teachers encounter each other as collaborative partners. Six upper secondary schools participated in the study; the dialogue café method was used to facilitate conversations between stakeholders to explore and verify this phenomenon. The study revealed three key aspects that require attention when developing collaborative practices: (a) clarification of the teaching profession’s obligations; (b) engaging and empowering students’ agency; and (c) moving beyond a fire-fighting approach . In addition, the need for further research to operationalise the safeguarding of students’ and parents’ rights, and support for students’ agency, in the context of school-home collaboration.
{"title":"Practising school-home collaboration in upper secondary schools: to solve problems or to promote adolescents’ autonomy?","authors":"Gørill Warvik Vedeler","doi":"10.1080/14681366.2021.1923057","DOIUrl":"https://doi.org/10.1080/14681366.2021.1923057","url":null,"abstract":"ABSTRACT This article explores school-home collaboration as a pedagogical phenomenon and contributes to a rationale for collaboration between school and parents in upper secondary education. The theory of practice architectures is used as an analytical lens . It sheds light on arrangements that enable or constrain the semantic, social, and physical spaces where students, parents, and teachers encounter each other as collaborative partners. Six upper secondary schools participated in the study; the dialogue café method was used to facilitate conversations between stakeholders to explore and verify this phenomenon. The study revealed three key aspects that require attention when developing collaborative practices: (a) clarification of the teaching profession’s obligations; (b) engaging and empowering students’ agency; and (c) moving beyond a fire-fighting approach . In addition, the need for further research to operationalise the safeguarding of students’ and parents’ rights, and support for students’ agency, in the context of school-home collaboration.","PeriodicalId":46617,"journal":{"name":"Pedagogy Culture and Society","volume":"31 1","pages":"439 - 457"},"PeriodicalIF":2.0,"publicationDate":"2021-05-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/14681366.2021.1923057","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42835949","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-04-19DOI: 10.1080/14681366.2021.1912158
Tania Ferfolja, J. Ullman
ABSTRACT This paper reports on an Australian national investigation of parents of school-aged children attending government schools. The research objective was to ascertain what parents thought in relation to gender and sexuality diversity-related content inclusions in the curriculum, and how a subset of these parents who had a gender and sexuality diverse (GSD) child, experience the public education system for/with their child. Here, we particularly focus on the voices of parents with a transgender or gender-diverse (TGD) child. We examine how these young people are positioned in discourses of risk and safety and how discrimination is depoliticised through bullying discourse. We note how bullying is framed as individualised, leaving broader cisnormative discourses unquestioned. A pedagogy of containment places the burden of gender identity, relationship management and education on the TGD student and family, highlighting a need for more professional development of school personnel.
{"title":"Inclusive pedagogies for transgender and gender diverse children: parents’ perspectives on the limits of discourses of bullying and risk in schools","authors":"Tania Ferfolja, J. Ullman","doi":"10.1080/14681366.2021.1912158","DOIUrl":"https://doi.org/10.1080/14681366.2021.1912158","url":null,"abstract":"ABSTRACT This paper reports on an Australian national investigation of parents of school-aged children attending government schools. The research objective was to ascertain what parents thought in relation to gender and sexuality diversity-related content inclusions in the curriculum, and how a subset of these parents who had a gender and sexuality diverse (GSD) child, experience the public education system for/with their child. Here, we particularly focus on the voices of parents with a transgender or gender-diverse (TGD) child. We examine how these young people are positioned in discourses of risk and safety and how discrimination is depoliticised through bullying discourse. We note how bullying is framed as individualised, leaving broader cisnormative discourses unquestioned. A pedagogy of containment places the burden of gender identity, relationship management and education on the TGD student and family, highlighting a need for more professional development of school personnel.","PeriodicalId":46617,"journal":{"name":"Pedagogy Culture and Society","volume":"29 1","pages":"793 - 810"},"PeriodicalIF":2.0,"publicationDate":"2021-04-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/14681366.2021.1912158","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48239259","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-04-19DOI: 10.1080/14681366.2021.1912163
Z. Nicolazzo
ABSTRACT Transfemininity marks a site of social upheaval, an encounter that sparks discord. Transfemininity is always otherworldly, posing trans girls and women as figures sought out for capture and eradication. In this manuscript, I elucidate the affective contours of what I describe as the spectre of the tranny, which is a technology of capture and dispossession that seeks to confirm the killability of trans women. Mirroring broader social discourses about transfemininity and trans women, the spectre of the tranny haunts the institution of higher education, shaping pedagogical realities for trans women. In this manuscript, I attend to how the spectre of the tranny attenuates pedagogical (im)possibilities for trans women faculty, particularly those who are pre-tenure and/or in contingent roles. Additionally, I gesture towards how trans(girl) sociality may provide a significant site of momentary resistance from the spectre’s haunting absent-presence.
{"title":"The spectre of the tranny: pedagogical (im)possibilities","authors":"Z. Nicolazzo","doi":"10.1080/14681366.2021.1912163","DOIUrl":"https://doi.org/10.1080/14681366.2021.1912163","url":null,"abstract":"ABSTRACT Transfemininity marks a site of social upheaval, an encounter that sparks discord. Transfemininity is always otherworldly, posing trans girls and women as figures sought out for capture and eradication. In this manuscript, I elucidate the affective contours of what I describe as the spectre of the tranny, which is a technology of capture and dispossession that seeks to confirm the killability of trans women. Mirroring broader social discourses about transfemininity and trans women, the spectre of the tranny haunts the institution of higher education, shaping pedagogical realities for trans women. In this manuscript, I attend to how the spectre of the tranny attenuates pedagogical (im)possibilities for trans women faculty, particularly those who are pre-tenure and/or in contingent roles. Additionally, I gesture towards how trans(girl) sociality may provide a significant site of momentary resistance from the spectre’s haunting absent-presence.","PeriodicalId":46617,"journal":{"name":"Pedagogy Culture and Society","volume":"29 1","pages":"811 - 824"},"PeriodicalIF":2.0,"publicationDate":"2021-04-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/14681366.2021.1912163","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47691520","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-04-16DOI: 10.1080/14681366.2021.1912161
Mollie V. Blackburn
ABSTRACT Schools are often hostile places for trans students, but I explore teaching and learning in a classroom that foregrounds LGBTQ people and in a school that actively strives to minimise cisnormativity. In this ethnographic teacher research project, I, a cisgender queer white woman, taught and studied an LGBTQ-themed Literature course at a U.S. grassroots charter school for the arts. I studied student work, interviews, and class discussions to learn about the experiences of three students– a trans man, a gender fluid/non-binary student, and a ‘feminine male.’ Ifound that these students benefitted when space was made for them, trust was established with their teacher and classmates, they were treated with respect, they were provided texts that resonated with them, and they were given opportunities to bolster their self-confidence. Moreover, I found it was important to understand these students holistically, not solely in terms of gender, and to prioritise their pleasure.
{"title":"Pedagogy and pleasure: trans and gender transgressive students in an LGBTQ-themed literature class","authors":"Mollie V. Blackburn","doi":"10.1080/14681366.2021.1912161","DOIUrl":"https://doi.org/10.1080/14681366.2021.1912161","url":null,"abstract":"ABSTRACT Schools are often hostile places for trans students, but I explore teaching and learning in a classroom that foregrounds LGBTQ people and in a school that actively strives to minimise cisnormativity. In this ethnographic teacher research project, I, a cisgender queer white woman, taught and studied an LGBTQ-themed Literature course at a U.S. grassroots charter school for the arts. I studied student work, interviews, and class discussions to learn about the experiences of three students– a trans man, a gender fluid/non-binary student, and a ‘feminine male.’ Ifound that these students benefitted when space was made for them, trust was established with their teacher and classmates, they were treated with respect, they were provided texts that resonated with them, and they were given opportunities to bolster their self-confidence. Moreover, I found it was important to understand these students holistically, not solely in terms of gender, and to prioritise their pleasure.","PeriodicalId":46617,"journal":{"name":"Pedagogy Culture and Society","volume":"29 1","pages":"773 - 791"},"PeriodicalIF":2.0,"publicationDate":"2021-04-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/14681366.2021.1912161","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45292938","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-04-15DOI: 10.1080/14681366.2021.1914148
Sayeed Naqibullah Orfan
ABSTRACT Instructional materials are one of the areas in which gender inequality is very easily institutionalised. The study investigated gender representation in high school English textbooks in Afghanistan. High school English textbooks were used as the corpus of the study. A mixed content analysis approach was used to analyse the data. The frequency of items for each category was counted and tabulated. The findings showed that women were substantially underrepresented whereas men were significantly overrepresented in text and illustrations. Male characters were placed before female characters in all coordinated phrases, and none of the dialogues was initiated by female characters. Women were portrayed in a limited number of social roles while men occupied a wide range of them. Moreover, masculine generic forms were widely used to refer to both women and men. Thus, it is concluded that high school English textbooks promote and perpetuate gender inequality in Afghanistan.
{"title":"High school English textbooks promote gender inequality in Afghanistan","authors":"Sayeed Naqibullah Orfan","doi":"10.1080/14681366.2021.1914148","DOIUrl":"https://doi.org/10.1080/14681366.2021.1914148","url":null,"abstract":"ABSTRACT Instructional materials are one of the areas in which gender inequality is very easily institutionalised. The study investigated gender representation in high school English textbooks in Afghanistan. High school English textbooks were used as the corpus of the study. A mixed content analysis approach was used to analyse the data. The frequency of items for each category was counted and tabulated. The findings showed that women were substantially underrepresented whereas men were significantly overrepresented in text and illustrations. Male characters were placed before female characters in all coordinated phrases, and none of the dialogues was initiated by female characters. Women were portrayed in a limited number of social roles while men occupied a wide range of them. Moreover, masculine generic forms were widely used to refer to both women and men. Thus, it is concluded that high school English textbooks promote and perpetuate gender inequality in Afghanistan.","PeriodicalId":46617,"journal":{"name":"Pedagogy Culture and Society","volume":"31 1","pages":"403 - 418"},"PeriodicalIF":2.0,"publicationDate":"2021-04-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/14681366.2021.1914148","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45049354","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-04-14DOI: 10.1080/14681366.2021.1914712
Desale B. Zerai, Sirpa Eskelä-Haapanen, Hanna Posti-Ahokas, Tanja M. Vehkakoski
ABSTRACT The principles of inclusive education largely accepted by governments of different countries require differentiated classroom instruction to meet the diverse needs of individual students. Despite this, teachers have differing experiences and understandings about implementing differentiated instruction (DI) and heterogeneous classrooms. This narrative study aimed at exploring the meanings of DI in the Eritrean context, where teachers are not explicitly familiar with the concept, although their teaching practices reflect some level of differentiation. The research data consisted of 17 narrative interviews with Eritrean mathematics and science teachers. The results of the narrative analysis showed that the teachers constructed five meanings of DI in their narratives: as a caring orientation, as a flexible pedagogic approach, as a self-reflective process, as a failed attempt and as a demanding approach. The majority of the narratives were found to produce positive meanings of DI, and the teachers constructed strong agency towards carrying out DI. These examples of sophisticated DI practices in the teachers’ positive narratives could be utilised to implement DI, even in situations where teachers have limited resources and training and in contexts with large class sizes.
{"title":"The meanings of differentiated instruction in the narratives of Eritrean teachers","authors":"Desale B. Zerai, Sirpa Eskelä-Haapanen, Hanna Posti-Ahokas, Tanja M. Vehkakoski","doi":"10.1080/14681366.2021.1914712","DOIUrl":"https://doi.org/10.1080/14681366.2021.1914712","url":null,"abstract":"ABSTRACT The principles of inclusive education largely accepted by governments of different countries require differentiated classroom instruction to meet the diverse needs of individual students. Despite this, teachers have differing experiences and understandings about implementing differentiated instruction (DI) and heterogeneous classrooms. This narrative study aimed at exploring the meanings of DI in the Eritrean context, where teachers are not explicitly familiar with the concept, although their teaching practices reflect some level of differentiation. The research data consisted of 17 narrative interviews with Eritrean mathematics and science teachers. The results of the narrative analysis showed that the teachers constructed five meanings of DI in their narratives: as a caring orientation, as a flexible pedagogic approach, as a self-reflective process, as a failed attempt and as a demanding approach. The majority of the narratives were found to produce positive meanings of DI, and the teachers constructed strong agency towards carrying out DI. These examples of sophisticated DI practices in the teachers’ positive narratives could be utilised to implement DI, even in situations where teachers have limited resources and training and in contexts with large class sizes.","PeriodicalId":46617,"journal":{"name":"Pedagogy Culture and Society","volume":"31 1","pages":"419 - 437"},"PeriodicalIF":2.0,"publicationDate":"2021-04-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/14681366.2021.1914712","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48166625","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-04-13DOI: 10.1080/14681366.2021.1912155
Wayne Martino, K. Omercajic
ABSTRACT In this paper, we reflect on the ethico-political and epistemological implications of a critical trans pedagogy that takes as its focus the generative stance of refusal. Our purpose is to identify and explain the significance of key axiomatic principles at the heart of our conception of such a pedagogical endeavour, which entails an interrogative stance vis-à-vis cisgenderism, antinormativity and trans necropolitics. These principles define a governing logics and rationality for enacting a trans pedagogy of refusal in its potential to create curricular spaces of recognition and intelligibility in educational institutions that are committed to addressing the erasure of trans and non-binary people. They also illuminate a necessary pedagogical commitment to centring desubjugated and submerged knowledges of transness and the blackness of transness that defy the limits of antinormativity and necropolitics.
{"title":"A trans pedagogy of refusal: interrogating cisgenderism, the limits of antinormativity and trans necropolitics","authors":"Wayne Martino, K. Omercajic","doi":"10.1080/14681366.2021.1912155","DOIUrl":"https://doi.org/10.1080/14681366.2021.1912155","url":null,"abstract":"ABSTRACT In this paper, we reflect on the ethico-political and epistemological implications of a critical trans pedagogy that takes as its focus the generative stance of refusal. Our purpose is to identify and explain the significance of key axiomatic principles at the heart of our conception of such a pedagogical endeavour, which entails an interrogative stance vis-à-vis cisgenderism, antinormativity and trans necropolitics. These principles define a governing logics and rationality for enacting a trans pedagogy of refusal in its potential to create curricular spaces of recognition and intelligibility in educational institutions that are committed to addressing the erasure of trans and non-binary people. They also illuminate a necessary pedagogical commitment to centring desubjugated and submerged knowledges of transness and the blackness of transness that defy the limits of antinormativity and necropolitics.","PeriodicalId":46617,"journal":{"name":"Pedagogy Culture and Society","volume":"29 1","pages":"679 - 694"},"PeriodicalIF":2.0,"publicationDate":"2021-04-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/14681366.2021.1912155","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41992170","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-04-12DOI: 10.1080/14681366.2021.1912162
Natacha Kennedy
ABSTRACT This paper proposes anew conceptualisation of learning in the age of the internet, increasing systemic rigidity of formal education and intensified media manipulation and partiality. Using empirical data and drawing on Social Activity Method it elaborates the different strategies young trans people recruit in their self-learning and contends that these constitute a type of learning where the control of pedagogy, the learning environment and the subject matter lies to a significant extent, with the learner, taking place in spaces free from the influence of hegemonic transphobia. This type of learning appears to constitute an effective but complex one. As, in this instance, the learning is taking place in a wider cultural environment where the subject matter is often suppressed and subject to ideological misrepresentation by hegemonic control of the public sphere, this study suggests that learning by providing learners with greater control over pedagogy and learning environment is effective.
{"title":"Agentic learning: the pedagogical implications of young trans people’s online learning strategies","authors":"Natacha Kennedy","doi":"10.1080/14681366.2021.1912162","DOIUrl":"https://doi.org/10.1080/14681366.2021.1912162","url":null,"abstract":"ABSTRACT This paper proposes anew conceptualisation of learning in the age of the internet, increasing systemic rigidity of formal education and intensified media manipulation and partiality. Using empirical data and drawing on Social Activity Method it elaborates the different strategies young trans people recruit in their self-learning and contends that these constitute a type of learning where the control of pedagogy, the learning environment and the subject matter lies to a significant extent, with the learner, taking place in spaces free from the influence of hegemonic transphobia. This type of learning appears to constitute an effective but complex one. As, in this instance, the learning is taking place in a wider cultural environment where the subject matter is often suppressed and subject to ideological misrepresentation by hegemonic control of the public sphere, this study suggests that learning by providing learners with greater control over pedagogy and learning environment is effective.","PeriodicalId":46617,"journal":{"name":"Pedagogy Culture and Society","volume":"29 1","pages":"733 - 752"},"PeriodicalIF":2.0,"publicationDate":"2021-04-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/14681366.2021.1912162","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44211525","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-04-11DOI: 10.1080/14681366.2021.1912157
Wayne Martino
This special edition brings together scholars from across the globe to provide further knowledge and critical insight into what it means to create trans-affirmative pedagogical spaces and to examine the limits and productive potentialities for gender expansive education. It is grounded in a commitment to generating both epistemological and empirical insights into creating the necessary pedagogical conditions for fostering trans and nonbinary liveability in the education system. The first paper serves as a grounding and framing of the entire special edition. While it serves as a standalone article, it is also conceived as both a synthesising introduction and a point of reference or lens through which to situate the special edition with respect to thinking about the pedagogical implications and contribution of Transgender Studies. The papers that follow exemplify a commitment to what Stryker (2006) refers to as ‘desubjugated knowledges’ and specifically to ‘the kind of knowledge that transgender people . . . have of their own embodied experience, and of their relationship to the discourse and institutions that act upon and through them’ as a basis for thinking through and extending our pedagogical understandings of transgender and gender expansive education (13). Stryker highlights that this knowledge ‘may be articulated from direct experience, or it may be witnessed and represented by others in an ethical fashion’ (13). It is this very ethical commitment that is at the heart of all contributions included in this special edition.
{"title":"Introduction","authors":"Wayne Martino","doi":"10.1080/14681366.2021.1912157","DOIUrl":"https://doi.org/10.1080/14681366.2021.1912157","url":null,"abstract":"This special edition brings together scholars from across the globe to provide further knowledge and critical insight into what it means to create trans-affirmative pedagogical spaces and to examine the limits and productive potentialities for gender expansive education. It is grounded in a commitment to generating both epistemological and empirical insights into creating the necessary pedagogical conditions for fostering trans and nonbinary liveability in the education system. The first paper serves as a grounding and framing of the entire special edition. While it serves as a standalone article, it is also conceived as both a synthesising introduction and a point of reference or lens through which to situate the special edition with respect to thinking about the pedagogical implications and contribution of Transgender Studies. The papers that follow exemplify a commitment to what Stryker (2006) refers to as ‘desubjugated knowledges’ and specifically to ‘the kind of knowledge that transgender people . . . have of their own embodied experience, and of their relationship to the discourse and institutions that act upon and through them’ as a basis for thinking through and extending our pedagogical understandings of transgender and gender expansive education (13). Stryker highlights that this knowledge ‘may be articulated from direct experience, or it may be witnessed and represented by others in an ethical fashion’ (13). It is this very ethical commitment that is at the heart of all contributions included in this special edition.","PeriodicalId":46617,"journal":{"name":"Pedagogy Culture and Society","volume":"29 1","pages":"677 - 677"},"PeriodicalIF":2.0,"publicationDate":"2021-04-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/14681366.2021.1912157","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42924102","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-04-11DOI: 10.1080/14681366.2021.1912156
Wayne Martino, K. Omercajic, W. Cumming-Potvin
ABSTRACT In this paper, we examine the educative significance of YouTube as a space of self-expression for transgender and non-binary youth without being hindered by pervasive cisnormative and cisgenderist expectations that are institutionalised and sanctioned in the education system. We employ transgender studies informed epistemological frameworks to investigate one specific online project called The Gender Tag Project created by and for youth, which we argue serves as a desubjugating space for self-identification of gender, and specifically, trans self-determination. Case analysis of selected videos posted by trans and non-binary youth is undertaken as a basis for providing critical insight into their relevance for generating knowledge about gender expansiveness and their pedagogical potential in the classroom. We reflect on the implications of The Gender Tag Project for envisaging more broadly a trans expansive educational agenda that is cognisant of addressing the limits of whiteness.
{"title":"YouTube as a site of desubjugation for trans and nonbinary youth: pedagogical potentialities and the limits of whiteness","authors":"Wayne Martino, K. Omercajic, W. Cumming-Potvin","doi":"10.1080/14681366.2021.1912156","DOIUrl":"https://doi.org/10.1080/14681366.2021.1912156","url":null,"abstract":"ABSTRACT In this paper, we examine the educative significance of YouTube as a space of self-expression for transgender and non-binary youth without being hindered by pervasive cisnormative and cisgenderist expectations that are institutionalised and sanctioned in the education system. We employ transgender studies informed epistemological frameworks to investigate one specific online project called The Gender Tag Project created by and for youth, which we argue serves as a desubjugating space for self-identification of gender, and specifically, trans self-determination. Case analysis of selected videos posted by trans and non-binary youth is undertaken as a basis for providing critical insight into their relevance for generating knowledge about gender expansiveness and their pedagogical potential in the classroom. We reflect on the implications of The Gender Tag Project for envisaging more broadly a trans expansive educational agenda that is cognisant of addressing the limits of whiteness.","PeriodicalId":46617,"journal":{"name":"Pedagogy Culture and Society","volume":"29 1","pages":"753 - 772"},"PeriodicalIF":2.0,"publicationDate":"2021-04-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/14681366.2021.1912156","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44549772","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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