Trans*+ing Classrooms: The Pedagogy of Refusal as Mediator for Learning
AbstractGender 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. View Full-Text
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Miller, S. Trans*+ing Classrooms: The Pedagogy of Refusal as Mediator for Learning. Soc. Sci. 2016, 5, 34.
Miller S. Trans*+ing Classrooms: The Pedagogy of Refusal as Mediator for Learning. Social Sciences. 2016; 5(3):34.Chicago/Turabian Style
Miller, sj. 2016. "Trans*+ing Classrooms: The Pedagogy of Refusal as Mediator for Learning." Soc. Sci. 5, no. 3: 34.
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