ABSTRACT

In this paper, we reflect on the ethico-political and epistemological implications of a critical trans pedagogy that takes as its focus the generative stance of refusal. Our purpose is to identify and explain the significance of key axiomatic principles at the heart of our conception of such a pedagogical endeavour, which entails an interrogative stance vis-à-vis cisgenderism, antinormativity and trans necropolitics. These principles define a governing logics and rationality for enacting a trans pedagogy of refusal in its potential to create curricular spaces of recognition and intelligibility in educational institutions that are committed to addressing the erasure of trans and non-binary people. They also illuminate a necessary pedagogical commitment to centring desubjugated and submerged knowledges of transness and the blackness of transness that defy the limits of antinormativity and necropolitics.

摘要

在本文中，我们反思了批判性跨性别教育学的伦理政治和认识论意义，该教学法以拒绝的生成立场为重点。. 我们的目的是确定和解释作为我们这种教学努力概念核心的关键公理原则的重要性，这需要对顺性别主义、反规范性和跨性别的死者政治采取质疑的立场。这些原则定义了制定拒绝跨性别教学法的管理逻辑和合理性，因为它有可能在致力于解决跨性别和非二元人群擦除问题的教育机构中创造认可和可理解的课程空间。它们还阐明了一种必要的教学承诺，即以无视反规范性和死灵政治的限制的超越性和超越性的黑暗的去征服和淹没知识为中心。