No abstract

No 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 Any refusal to recognize reality, for any reason whatever, has disastrous consequences. There are no evil thoughts except one: the refusal to think. Don't ignore your own desires...Don't sacrifice them. Examine their cause. There is a limit to how much you should have to bear. -Ayn Rand [1]And she refused to go to that miserable place he had dragged her to so many times, to hope for a thing that was unchangeable.-Jhumpa Lahiri [2]