As two cis-hetero woman feminist educators, we provide an educator’s perspective on trans-exclusionary radical feminist (TERF) discourses. We begin by discussing the heterosexual matrix and the gender violence that it produces in schools as well as other socializing institutions. The socially constructed sexual binary constrains identity production to adhere to the heteronormative, at the same time excluding those who transgress this normativity. We continue by reviewing how schools are particularly significant spaces for these early social interactions, but the social discourses enacted in educational contexts mirror those of broader society. We then critically analyse some of the increasingly belligerent popular discourses promoted by TERF groups since the 1970s, appropriating feminist discourses to produce arguments that contradict basic premises of feminism. We trace possibilities for a collaborative response by reinforcing alliances between transfeminism and other feminist movements. Finally, as teacher-educators, we highlight among these a critical (queer) pedagogy that incorporates trans* experience as part of a broader feminist educational agenda: to contribute to the creation of a more equitable society based on critical reflections on the gender normative. Such a pedagogy not only rejects trans-exclusionary discourses that serve to reinforce hierarchies and promote violence, but embraces trans* experience as a productive educational resource for understanding human diversity. Human experience that challenges the sexual binary can help educators to critically question the heteronormative and to broaden our understandings; in the words of Eric Rofes, drawing upon ‘status queer’ to ‘rethink our efforts and our role in either maintaining or radically transforming the status quo’.

中文翻译：

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女权主义将是跨包容性的，也可能不是：为什么两个顺式异质女教育者支持跨性别主义？

作为两位顺式异质女权主义教育者，我们提供了教育者对跨性别激进女权主义 (TERF) 话语的看法。我们首先讨论异性恋矩阵及其在学校和其他社交机构中产生的性别暴力。社会建构的性别二元限制了身份生产以坚持异性恋，同时排除那些违反这种规范性的人。我们继续回顾学校如何成为这些早期社会互动的特别重要的空间，但在教育环境中制定的社会话语反映了更广泛社会的话语。然后我们批判性地分析了自 1970 年代以来由 TERF 团体推动的一些越来越好战的流行话语，挪用女权主义话语以产生与女权主义基本前提相矛盾的论点。我们通过加强跨女权主义和其他女权主义运动之间的联盟来追踪协作反应的可能性。最后，作为教师教育者，我们强调其中包含跨性别体验的批判性（酷儿）教学法，作为更广泛的女权主义教育议程的一部分：在对性别规范的批判性反思的基础上，为创建一个更公平的社会做出贡献。这种教学法不仅拒绝用于强化等级制度和促进暴力的跨性别话语，而且将跨性别体验作为理解人类多样性的富有成效的教育资源。挑战性别二元论的人类经验可以帮助教育者批判性地质疑异性恋并拓宽我们的理解；用 Eric Rofes 的话来说，利用“status queer”来“重新思考我们的努力和我们在维持或彻底改变现状方面的作用”。