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“Transpedagogy: Connecting and Crossing Identity Categories in the Classroom”
- CEA Critic
- Johns Hopkins University Press
- Volume 81, Number 2, July 2019
- pp. 81-99
- 10.1353/cea.2019.0014
- Article
- Additional Information
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Abstract:
“The actuality of being transgender demonstrates the flexibility of supposed facts of ourselves and prompts imagining how one might transition other identity categories as well. These speculative transitions foster thinking about extant human realities from different angles, as well as unsettle assumptions regarding what and whom we value. My pedagogy builds on these trans concepts and brings in critical pedagogy, which focuses on students holistically. By combining these theoretical approaches with analyses of narratives about transition, I strive to give students a shared vocabulary and textual references to discuss abstract concepts of identity and recognition.”