ABSTRACT

In this paper, we examine the educative significance of YouTube as a space of self-expression for transgender and non-binary youth without being hindered by pervasive cisnormative and cisgenderist expectations that are institutionalised and sanctioned in the education system. We employ transgender studies informed epistemological frameworks to investigate one specific online project called The Gender Tag Project created by and for youth, which we argue serves as a desubjugating space for self-identification of gender, and specifically, trans self-determination. Case analysis of selected videos posted by trans and non-binary youth is undertaken as a basis for providing critical insight into their relevance for generating knowledge about gender expansiveness and their pedagogical potential in the classroom. We reflect on the implications of The Gender Tag Project for envisaging more broadly a trans expansive educational agenda that is cognisant of addressing the limits of whiteness.

摘要

在本文中，我们研究了 YouTube 作为跨性别和非二元青年的自我表达空间的教育意义，而不受教育系统中普遍存在的顺式规范和顺性别期望的阻碍。我们采用跨性别研究知情的认识论框架来调查一个名为“性别标签项目”的特定在线项目由青年创造并为青年创造，我们认为它可以作为性别自我认同的去征服空间，特别是跨性别自我决定。对跨性别和非二元青年发布的选定视频进行案例分析，作为提供批判性洞察力的基础，以了解它们与生成有关性别扩张的知识及其在课堂中的教学潜力的相关性。我们反思了性别标签项目对更广泛地设想一个认识到解决白人限制的跨性别教育议程的影响。