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Related Experiment Videos

Transcending heteronormativity in the classroom.

Karen E Lovaas1, Lina Baroudi, S M Collins

  • 1a Department of Speech and Communication Studies , San Francisco State University , 1600 Holloway Avenue , San Francisco , CA , 94132 , USA.

Journal of Lesbian Studies
|May 9, 2014
PubMed
Summary
This summary is machine-generated.

This study addresses the neglect of transgender identities in classroom discussions on heterosexism and homophobia. It offers strategies for fostering productive dialogues about trans-anxieties in higher education settings.

Keywords:
Transcritical pedagogyqueer theorytrans-anxietiestransgendertransphobia

Related Experiment Videos

Area of Science:

  • Sociology
  • Education
  • Gender Studies

Background:

  • Existing research on classroom discrimination primarily focuses on heterosexism and homophobia.
  • Transgender identities and issues are largely overlooked in academic discourse.
  • Traditional binary understandings of sex, gender, and sexuality create challenges in educational settings.

Purpose of the Study:

  • To review conceptualizations of transgenderism.
  • To explore the application of queer theory and critical pedagogy to transgender issues in the classroom.
  • To provide practical strategies for facilitating constructive dialogues on "trans-anxieties" among college students and professors.

Main Methods:

  • Literature review of transgender conceptualizations.
  • Application of queer theory and critical pedagogy.
  • Analysis of practical experiences and student responses to classroom dialogues.

Main Results:

  • Traditional assumptions about gender and sexuality pose challenges in higher education.
  • Queer theory and critical pedagogy offer valuable frameworks for understanding transgender issues.
  • Specific methods can facilitate productive classroom discussions on "trans-anxieties".

Conclusions:

  • There is a need to integrate transgender issues into educational discussions on discrimination.
  • Educators can benefit from queer theory and critical pedagogy to address "trans-anxieties".
  • Facilitating open dialogues is crucial for creating inclusive academic environments.