ABSTRACT

Schools are often hostile places for trans students, but I explore teaching and learning in a classroom that foregrounds LGBTQ people and in a school that actively strives to minimise cisnormativity. In this ethnographic teacher research project, I, a cisgender queer white woman, taught and studied an LGBTQ-themed Literature course at a U.S. grassroots charter school for the arts. I studied student work, interviews, and class discussions to learn about the experiences of three students– a trans man, a gender fluid/non-binary student, and a ‘feminine male.’ Ifound that these students benefitted when space was made for them, trust was established with their teacher and classmates, they were treated with respect, they were provided texts that resonated with them, and they were given opportunities to bolster their self-confidence. Moreover, I found it was important to understand these students holistically, not solely in terms of gender, and to prioritise their pleasure.

摘要

对于跨性别学生来说，学校通常是充满敌意的地方，但我在以 LGBTQ 人群为背景的教室和积极努力最小化顺从性的学校中探索教学和学习。在这个民族志教师研究项目中，我是一名顺性别酷儿白人女性，在美国草根特许艺术学校教授和学习 LGBTQ 主题的文学课程。我研究了学生的作业、采访和课堂讨论，以了解三个学生的经历——一个跨性别者、一个性别流动/非二元学生和一个“女性男性”。我发现这些学生在为他们提供空间时受益，与老师和同学建立信任，他们受到尊重，他们获得与他们产生共鸣的文本，他们有机会增强自信心。而且，