Introduction

Martino, Wayne; Rodriguez, Nelson M.; Ingrey, Jennifer C.; Brockenbrough, Edward

doi:10.1057/978-1-137-55425-3_1

Cited by 2 publications

(2 citation statements)

References 5 publications

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“…Central to this project is a need for an interrogation of gender hierarchies and cissexism, as well as a decolonial critique of bifurcated gender binary systems of thought. Such critical frameworks are central to a pedagogical and research commitment to envisaging a trans imaginary (Martino, 2016) that exceeds both cissexist pitfalls and the terms of living life that is defined and delimited by necropolitical violence.…”

Section: Discussionmentioning

confidence: 99%

“…In this article, I reflect on the necessity of embracing a trans studies–informed and critical trans political approach to enacting gender and racial justice in schools. Along with my colleagues, I have been arguing for this sort of engagement with trans studies on epistemological and ontological grounds, raising theoretical, ethical, and empirical questions about the sort of frameworks and knowledge that are needed to enhance a deeper understanding of gender identity and gender expression in schools and educational research (Blackburn et al, 2016; Cumming-Potvin & Martino, 2018a, 2018b; Kuhl & Martino, 2018; Martino, 2016; Martino & Cumming-Potvin, 2015, 2018, 2019; Martino & Ingrey, 2020; Martino & Omercajic, 2021; Martino, Kassen, & Omercajic, 2022; Omercajic & Martino, 2020). 1 In this article, I extend this work in focusing on my own experiences as a cis white gay male instructor in teaching a graduate course on sexual diversity and trans-affirmative education.…”

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

A Transgender Studies Approach for Educators in Schools: Reflections on “Cissexist Pitfalls,” Bifurcated Frameworks, and Racial Justice

Martino

2022

Teachers College Record: The Voice of Scholarship in Education

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Background/Context: Trans studies provides onto-epistemological, theoretical, ethical, and political frameworks that have a particular application for studies in education, and specifically for educators in schools, that remains largely unexplored or unelaborated. Within a context of resurgent right-wing extremism that fuels anti-trans and white supremacist rhetoric, trans studies provides analytic tools for deepening an understanding of gender expansive education and addressing gender and racial justice in schools. Purpose/Focus of Study: The purpose of this article is to illuminate the utility of trans-informed frameworks and the hermeneutic resources they provide in their potential to enhance and deepen an understanding of the pedagogical interventions in the classroom that are needed to educate about trans marginalization and racial justice. The focus is on the application of these frameworks, both with respect to fostering professional learning for educators in schools, and for my own pedagogy and course development. Research Design: In adopting a critical incident/critical reflexive practitioner approach, the author provides a sustained reflection on his own pedagogical practices and approach to curriculum development within the context of teaching a graduate course on gender and sexual diversity in schools. While such critical reflections emerged in response to one core critical incident, they are extended through an application of a trans studies approach to thinking through the scaffolded learning process for educators in the application of trans studies, and what this means for the sort of teacher threshold knowledges that are needed in schools for addressing gender and racial justice. Findings: Trans studies provides hermeneutic resources and analytic concepts that serve as tools for supporting teachers in reflecting on cissexist assumptions and how these materialize through their practice in the classroom. A concretization of what it means for teachers to enact a trans-studies-informed pedagogy requires a scaffolded approach and one that entails a weaving through of a critical and integrated focus on race, settler colonialism, and cissexism. Conclusions: The article highlights that there are certain limits to conceiving of a pedagogical commitment to interrogating gender binaries as a basis for addressing gender-expansive education in schools. The author concludes that such frameworks, in an absence of embracing a trans-informed approach to thinking about gender diversity and racial justice, run the risk of relying on a bifurcating categorization of trans students’ identities that ignore fundamental questions related to the impact of cissexism and its implication in colonial domination and racialization.

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Section: Discussionmentioning

confidence: 99%