Teaching Trans*: Strategies and Tensions of Teaching Gender in Student Affairs Preparation Programs

Abstract

Aim/Purpose: The purpose of this article is to outline a pedagogical framework we as trans* educators utilize to center trans* identities and epistemologies in classrooms alongside graduate students. Background: Little has been written about the experiences of trans* educators in classroom spaces, in particular how gender mediates pedagogical approaches. Methodology : This article is conceptual in nature, and as such, does not draw on any particular methodology. Instead, we draw from our ongoing experiences as trans* educators in the classroom. Contribution: Due to the lack of theorizing or empirical work about trans* educators in classroom spaces, this article serves as an entry point into thinking what we as authors describe as ‘teaching trans*.” Findings: This article is broken into three theoretical components: teaching as trans*, teaching about trans*, and teaching with trans* epistemologies. Recommendations for Practitioners: Through this article, we as authors encourage practitioners to be aware of how gender is always already present in all spaces, including in classrooms. Thus, it becomes incumbent upon practitioners to use expansive notions of gender through pedagogical strategies, materials, and praxis. Recommendation for Researchers: This article promotes a deeper understanding of how one’s gender identity, expression, and/or embodiment mediates and can enhance classroom teaching. While this article starts to address an under-theorized and under-researched area of study, more should be done to address how gender influences pedagogy. Impact on Society: Due to the omnipresence of gender binary thinking, this article has implications not just for classroom spaces, but for student affairs graduate preparation programs, as well as society writ large. Future Research: This article opens the door for further research into student resistance to trans* and gender nonconforming educators’ pedagogy.

Transsexuality and education: analysis of knowledge production in education periodic of capes (2012-2016)

“…And, the most important thing is, question the pedagogic process, proposing in other words, "a new political posture, inserting new strategies, attitudes, subversive pedagogic proceedings, demarcating means of negotiation in the school ground" (DIAS; MENEZES, 2017, p. 37). When reflecting on the subject of transsexuality in the field of education, we must have three theoretical principles, according to Jaekel and Nicolazzo (2017): teaching as trans, teaching about trans and teaching with trans epistemologies.…”

“…From this review, we identify the existence of a gap in the production of knowledge on gender studies, sexuality and education: the transsexual universe, in which "little has been written about the experiences of trans educators in classroom spaces, in particular how gender mediates pedagogical approaches" (JAEKEL;NICOLAZZO, 2017, p. 165).…”

Trans* escrevivências as a pedagogical power

“…I want to retake here the significance of a pedagogical approach that consists of teaching "how", "about", and "with" trans* epistemologies, proposed by Jaekel and Nicolazzo (2017). I have noticed that this approach has also been introduced by other researchers, such as Platero & Drager (2015), Platero & Largarita (2016) and, in Brazil, more strongly by Jaqueline Gomes de Jesus (2016).…”

“…For Jaekel & Nicolazzo (2017), by conceptualizing trans* education, one can foster an increase in representativeness and trans* knowledge, focusing on their own trans* experiences. This does not necessarily mean that both intend to teach for or about the people who identify themselves with the trans* universe since the meaning of "teaching trans*" is superior to this understanding.…”

“…A pedagogy of its own, which focuses on its own bodies, voices, and experiences. It is influenced, according to Jaekel & Nicolazzo (2017) in the readings of queer studies, post-structuralism, postmodernism, feminism, critical race theory, trans-critical politics, and intersectionality. It is a pedagogy of the margins (Spade, 2011, Hooks, 19841994;Conceição, 2017) that starts from themes for a long time neglected in the production of knowledge and academic experiences.…”