Editors’ Introduction: Toward Trans Studies in K–12 Education

Mangin, Melinda M.; Keenan, Harper Benjamin; Meyer, Elizabeth J.; McQuillan, Mollie T.; Suárez, Mario Itzel; Iskander, Lee

doi:10.3102/0013189x221105513

Cited by 8 publications

(2 citation statements)

References 44 publications

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“…Moreover, trans people have been largely excluded as participants in research conducted within and about their communities and are rarely consulted in the design, implementation, and dissemination of studies (Rosenberg & Tilley, 2021). As such, there is a growing need to include critical trans voices and expertise in science education research and in the development of trans-inclusive pedagogical practices that carefully consider the needs of trans youth (Kean, 2021;Keenan, 2022;Mangin et al, 2022;Martino & Cumming-Potvin, 2018;Nicolazzo, 2017Nicolazzo, , 2021Salas-SantaCruz, 2021). By situating the experiential knowledge of trans science educators within emerging frameworks for critical trans education, findings from this study make two important contributions.…”

Section: Introductionmentioning

confidence: 99%

“…While the position statements from NSTA (2019) and NABT (2021) challenge educators to be more equitable, their recommendations fall short of suggesting action steps or strategies. Without comprehensive and evidence‐based guidelines, even well‐intended teachers run the risk of contributing to the proliferation of resources that may cause further harm to trans youth (Mangin et al, 2022). It is well documented that non‐trans perspectives on trans issues and pedagogy can frequently be “inaccurate, lacking nuance, or directly damaging” (Rosenberg & Tilley, 2021, p. 923) to the trans community due to lack of understanding, knowledge, or shared experience.…”

Section: Introductionmentioning

confidence: 99%

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A (TRANS)formative approach to gender‐inclusive science education

Rende Mendoza,

Johnson

2024

J Res Sci Teach

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The teaching of science in K‐12 schools has long been criticized as a process that propagates oppression for students who do not conform to entrenched norms of gender, sex, and sexuality. Academic standards, curriculum, and textbooks are rife with rhetoric that reinforces any deviation from cisheterosexuality as aberrant, unusual, or abnormal. However, these often‐over‐simplified conceptions discount the historic social and scientific intricacies of gender and sexual diversity as well as students' own lived experiences. While there have been advancements in LGBTQ+ and gender‐inclusive science education reform, these movements have been stymied by a lack of cohesive guidelines for pedagogy and practice, particularly for trans, nonbinary, and gender‐creative youth. Situated within trans‐created conceptual frameworks for critical education, this study explored the pedagogical practices of 10 transgender science teachers with the purpose of learning from their experiences creating gender inclusive curriculum. From the data (in‐depth interviews, instructional materials samples, and reflective teaching statements) emerged the TRANS (Trans and Research‐informed Approaches for Nonbinary and gender‐inclusive Science education) Framework for gender inclusive science education pedagogy. This framework is anchored in three domains for teaching science through a trans‐informed lens:interrogating and accessing power, resisting essentialism, and embracing experiential knowledge and personal epistemologies. The findings of this study contribute to our growing understanding of gender‐inclusive science learning environments. Importantly, this study amplified the experiential knowledge of teachers whose voices are critically absent from research surrounding gender and LGBTQ+‐inclusive science education practice. Moreover, the framework derived from teachers' experiences can be used to guide educators in making their science classrooms safer and more gender inclusive.

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Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

A (TRANS)formative approach to gender‐inclusive science education

Rende Mendoza,

Johnson

2024

J Res Sci Teach

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Doing Language and Gender in the Classroom

Knisely

2024

The Handbook of Plurilingual and Intercultural Language Learning

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Reorienting Toward LGBTQ+ Belonging in Science, Technology, Engineering, and Mathematics by Feeling and Thinking With a Queer and Nonbinary Person in Virtual Reality

Paré

2024

Science Education

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As part of the special issue Centering Affect and Emotion Toward Justice and Dignity in Science Education, this paper analyzes participants' experiences playing an immersive virtual reality (VR) experience that explores gender and sexuality‐based marginalization in STEM fields. The VR experience, designed and developed by the author and collaborators, addresses cisheteronormative ideologies embedded in science education by reimagining traditional STEM objects in queer representational forms while engaging players in a branching narrative dialog about gender and sexuality‐based oppression. My findings include three in‐depth analyses of participants' moment‐to‐moment interactions while playing the VR application. I argue that extending queer phenomenological approaches in education through the complimentary combination of ideological stance‐taking and emotional configurations can highlight how people become reoriented toward solidarity with marginalized people in moment‐to‐moment interactions. I focus my analysis on how participants' emotions, elicited by the VR experience, became the pivot for their ideological reorientations in solidarity with the VR narrator. In particular, the VR stories and research excerpts I have shared give concrete examples of how LGBTQ+ people are harmed in STEM learning environments. The analysis reveals how participants made choices in the branching narrative that showed emotional configurations of care toward the marginalized VR narrator and demonstrated recognition of how sociopolitical/socioscientific systems fail LGBTQ+ people. Further, I argue how designing learning environments that reorient learners toward social justice and solidarity with marginalized people could be productively used to engage people in challenging dominant cisheteronormative framings embedded in STEM education.

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Editors’ Introduction: Toward Trans Studies in K–12 Education

Cited by 8 publications

References 44 publications

A (TRANS)formative approach to gender‐inclusive science education

A (TRANS)formative approach to gender‐inclusive science education

Doing Language and Gender in the Classroom

Reorienting Toward LGBTQ+ Belonging in Science, Technology, Engineering, and Mathematics by Feeling and Thinking With a Queer and Nonbinary Person in Virtual Reality

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