Queer is difficult to pin down conceptually; it is willfully disruptive, intentionally destabilizing everything from identity to knowledge to politics to power. The intent of this article is to illuminate some of the ways teacher educators are conceptually connecting queer to transgender identities and experiences in their classroom curriculum and pedagogical strategies. The data discussed in this article refers to three courses designed for pre-service teachers and include transgender content. A syllabus analysis and interviews illuminated the various ways queer is being conceptualized in different ways by each teacher educator. Trans identities and experiences were affirmed to various degrees through the participants’ conceptualizations of queer as an identity, queer as an embodiment/expression, queer as an analytical approach, and queer as a political project. Fundamental to the instructors’ understanding of queer was an intentional subversiveness, an affinity for non-conformity and disruption, and a commitment to anti-assimilationist practices. Furthermore, the participants saw trans and queer connecting through a common gender socialization experience and social positioning outside gender norms, and through a mutual vulnerability to heteronormativity as a system of oppression—particularly those who are both trans and queer.

中文翻译：

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在教师教育中的酷儿语言中定位跨性别者

酷儿在概念上很难确定。它是故意破坏性的，故意破坏从身份到知识到政治再到权力的一切。本文的目的是阐明教师教育工作者在课堂课程和教学策略中将酷儿与跨性别身份和经历从概念上联系起来的一些方式。本文讨论的数据是指为职前教师设计的三门课程，其中包括跨性别内容。教学大纲分析和访谈阐明了每位教师教育者以不同方式将酷儿概念化的各种方式。通过参与者将酷儿作为一种身份、酷儿作为一种体现/表达、酷儿作为一种分析方法的概念化，跨性别身份和经历在不同程度上得到了肯定。和酷儿作为一个政治项目。教师理解酷儿的基础是一种有意的颠覆、对不顺从和破坏的亲和力，以及对反同化实践的承诺。此外，参与者通过共同的性别社会化经历和性别规范之外的社会定位，以及通过对异性恋作为一种压迫系统的相互脆弱性——尤其是那些既是跨性别又是同性恋的人，看到跨性别和酷儿之间的联系。