Sticks and stones break our bones, and words are damaging

shuster, stef m.; Lamont, Ellen

doi:10.4324/9781315145815-11

Cited by 3 publications

(3 citation statements)

References 1 publication

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“…We can see this as schools providing a strong implicit curriculum of gender binariness that underpins pedagogic practices throughout the education system. These institutional binaries make non-binary young people simultaneously invisible and hypervisible in schools (Shuster and Lamont 2020): they are invisible because they are erased by the binary system and its assumptions, while being hypervisible due to their uncategorisability within a binary system. This is even the case when trans identities are recognised in schools.…”

Section: Introductionmentioning

confidence: 99%

Non-binary young people and schools: pedagogical insights from a small-scale interview study

Paechter

Toft

Carlile

2021

Pedagogy, Culture & Society

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While research is increasing into binary trans identities in educational settings, young people identifying as non-binary have been little studied. We explore the school experiences of eight nonbinary teenagers aged 13-18. Our findings suggest that both the implicit and explicit curriculum are strongly binary, making it hard for non-binary young people to come out at school. Respondents had needed to educate themselves about gender identity and specifically about the possibility of non-binary identities, with little, if any, support from their schools. As non-binary identities were invisible at school, some did not feel safe there, and they came under pressure from both transphobic bullying and binary expectations of behaviour and self-presentation. Consequently, some respondents feared accessing any available provision for non-binary people, in case it outed them. Institutions should work harder to educate staff about non-binary identities, and non-binary young people should be involved in designing inclusive initiatives.

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Section: Introductionmentioning

confidence: 99%

Non-binary young people and schools: pedagogical insights from a small-scale interview study

Paechter

Toft

Carlile

2021

Pedagogy, Culture & Society

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“…Another concern in research on misgendering is the “passivity” of trans people, insofar as they sometimes (but not always) remain silent and possess less interactional and structural power in such moments (Miller, 2015; shuster, 2017). Although the reasons for such an asymmetry remain understandable – including trans people protecting their own safety (shuster & Lamont, 2019) – we have identified resources that trans people can use to challenge misgendering. In doing so, we have advanced an account of trans people's interactional agency when dealing with misgendering.…”

Section: Concluding Discussionmentioning

confidence: 99%

“…Scholars have argued that misgendering limits trans people's agency – when someone misgenders a trans person, it restricts their ability to “define their own gender” (Kapusta, 2016, p. 502). Some scholars note that when trans people are misgendered, they sometimes remain silent out of concern for their physical safety and they experience negative emotions (shuster & Lamont, 2019). Other scholars take the agency argument further and note that even when trans people correct a misgendering, they do not have the power to “redefine the situation” (shuster, 2017, p. 486).…”

Section: Misgendering and Cisgenderismmentioning

confidence: 99%

Designedly intentional misgendering in social interaction: A conversation analytic account

Edmonds

Pino

2023

Feminism & Psychology

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Misgendering – moments where someone refers to, describes, or addresses a person as a gender different to the one they identify with – is a challenge that trans people can face in social interaction. Misgendering is an interactional phenomenon but has yet to be examined for how it unfolds in conversation. Utilizing conversation analysis, we focus on what we term designedly intentional misgendering. We show how speakers utilize turn-design features and sequential placement to mark a misgendering as intentional. We also document how such misgendering is mobilized for different actions in social interaction. Speakers can utilize designedly intentional misgendering to display negative interactional positions towards trans people and related matters. Trans people can respond to such misgendering by negatively characterizing another speaker and their conduct. Our work advances existing discussions around the intentionality of misgendering and trans people's interactional agency.

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Not Just They/Them: Exploring Diversity and Meaning in Pronoun Use among Non-Binary Individuals

Moeder,

Scarborough,

Risman

2024

Social Problems

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Gender-neutral pronouns, such as they/them, have been studied as a site of identity affirmation and, at other times, contestation for non-binary individuals. In this study, we draw from interviews with 123 non-binary individuals to better understand the role of pronouns in these individuals’ lives. We find that pronoun practices are ontoformative—they actively (re)construct the meanings attached to gender and gender identities. Yet, not all non-binary individuals use similar pronoun practices, resulting in diverse ontologies of non-binary identity. Half of our respondents consistently used non-binary pronouns, such as they/them, and felt they were a stable and direct reflection of identity—an approach we refer to as a fixed expression. These individuals define non-binary gender as independent from the woman/man binary. The other half of our sample held flexible pronoun expressions—they used multiple pronouns and anticipated future changes. Some of these individuals rejected the idea that pronouns expressed their identity, offering a definition of non-binary that eschewed categorical distinctions. Others embrace pronouns as identity expressing and forming, but felt that multiplicity best reflected their identity, offering a definition of non-binary as category-spanning. Our findings highlight the central and diverse role of pronouns in the social construction of non-binary ontology.

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Sticks and stones break our bones, and words are damaging

Cited by 3 publications

References 1 publication

Non-binary young people and schools: pedagogical insights from a small-scale interview study

Non-binary young people and schools: pedagogical insights from a small-scale interview study

Designedly intentional misgendering in social interaction: A conversation analytic account

Not Just They/Them: Exploring Diversity and Meaning in Pronoun Use among Non-Binary Individuals

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