Trans* + ing Classrooms: The Pedagogy of Refusal as Mediator for Learning

Sj Miller
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Sj Miller: The Metropolitan Center for Research on Equity and the Transformation of Schools, New York University, Steinhardt, 726 Broadway, 5th Floor, New York, NY 10003, USA

Social Sciences, 2016, vol. 5, issue 3, 1-17

Abstract: Gender and sexuality norms, conscribed under cis/heteropatriarchy, have established violent and unstable social and educational climates for the millennial generation of lesbian, gay, bisexual, transgender, intersex, agender/asexual, gender creative, and questioning youth. While strides have been made to make schools more supportive and queer inclusive, schools still struggle to include lesbian, gay, bisexual, transgender* + , intersex, agender/asexual, gender creative, queer and questioning (LGBT* + IAGCQQ)-positive curricula. While extensive studies must be done on behalf of all queer youth, this work specifically focuses on how to support classroom teachers to uptake and apply a pedagogy of refusal that attends to the most vulnerabilized population of queer youth to date, those that are trans* + . A pedagogy of refusal will be explored through an evolving theory of trans* + ness, then demonstrated through a framework for classroom application, followed by recommendations for change.

Keywords: trans* +; sociospatial justice; trans* + theory; trans*space; trans* + pedagogy; preservice teacher education; post trans* +; trans* + /gender creative youth (search for similar items in EconPapers)
JEL-codes: A B N P Y80 Z00 (search for similar items in EconPapers)
Date: 2016
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