The Trans Educators Network: a reflection on community organizing and knowledge production

Keenan, Harper Benjamin

doi:10.1080/10476210.2020.1714580

Cited by 10 publications

(6 citation statements)

References 32 publications

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“…One example of this is the Trans Educators Network (TEN). Trans teachers created TEN to construct a safe space to connect and work through issues relevant to their communities, such as how to develop trans-competent curricula, how to disclose one’s trans status at school, and how to share coping strategies (Keenan, 2020). Thus, schools can facilitate such support networks to retain teachers who are especially likely to understand community needs, which aids in scaling critical pedagogy in new contexts.…”

Section: Threading the Needle: Policy Insights And Recommendationsmentioning

confidence: 99%

Critical Pedagogy and Children’s Beneficial Development

Pinedo

Vossoughi

Lewis

2021

Policy Insights from the Behavioral and Brain Sciences

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Ongoing controversy debates whether public schools should implement critical pedagogy—curricula centering on the perspectives of marginalized peoples. Despite much contention, students (particularly racially marginalized students) enrolled in courses that employ critical pedagogy demonstrate more school engagement, higher grade point averages (GPAs), and more civic engagement than students who do not. Building on previous reviews, this article briefly summarizes the history and controversy of critical pedagogy, evaluates the scientific evidence surrounding it, and offers suggestions on how to make the most of critical pedagogy in academic curricula.

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Section: Threading the Needle: Policy Insights And Recommendationsmentioning

confidence: 99%

Critical Pedagogy and Children’s Beneficial Development

Pinedo

Vossoughi

Lewis

2021

Policy Insights from the Behavioral and Brain Sciences

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“…There is a wealth of professional and community organizing occurring in online, queer and trans educator circles (Keenan, 2020). Many of these efforts have focused on providing professional development, instructional materials, and teaching methods that support the development of gender‐inclusive education and curriculum.…”

Section: Methodsmentioning

confidence: 99%

A (TRANS)formative approach to gender‐inclusive science education

Rende Mendoza,

Johnson

2024

J Res Sci Teach

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The teaching of science in K‐12 schools has long been criticized as a process that propagates oppression for students who do not conform to entrenched norms of gender, sex, and sexuality. Academic standards, curriculum, and textbooks are rife with rhetoric that reinforces any deviation from cisheterosexuality as aberrant, unusual, or abnormal. However, these often‐over‐simplified conceptions discount the historic social and scientific intricacies of gender and sexual diversity as well as students' own lived experiences. While there have been advancements in LGBTQ+ and gender‐inclusive science education reform, these movements have been stymied by a lack of cohesive guidelines for pedagogy and practice, particularly for trans, nonbinary, and gender‐creative youth. Situated within trans‐created conceptual frameworks for critical education, this study explored the pedagogical practices of 10 transgender science teachers with the purpose of learning from their experiences creating gender inclusive curriculum. From the data (in‐depth interviews, instructional materials samples, and reflective teaching statements) emerged the TRANS (Trans and Research‐informed Approaches for Nonbinary and gender‐inclusive Science education) Framework for gender inclusive science education pedagogy. This framework is anchored in three domains for teaching science through a trans‐informed lens:interrogating and accessing power, resisting essentialism, and embracing experiential knowledge and personal epistemologies. The findings of this study contribute to our growing understanding of gender‐inclusive science learning environments. Importantly, this study amplified the experiential knowledge of teachers whose voices are critically absent from research surrounding gender and LGBTQ+‐inclusive science education practice. Moreover, the framework derived from teachers' experiences can be used to guide educators in making their science classrooms safer and more gender inclusive.

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“…When designing this study the authors considered suitability, compatibility, feasibility, and yield when making strategic choices about data collection (Tracy, 2020). First, suitability (i.e., alignment among the study design and the research aims) was considered in terms of theoretical and practical value of collecting stories from TGNC athletes, particularly situated in the resurgence of anti-trans legislation advocating for trans youth exclusion in sport (Keenan & Nicolazzo, 2021). Second, compatibility of research team members to the research topic (i.e., including present and former athletes on the research team; including trans and non-binary researchers on the team) was essential in not only seeking an emic vantage point, but also gaining trust, building rapport, and collecting vivid, detailed narratives from participants.…”

Section: Methodsmentioning

confidence: 99%

Storying the Gender Binary in Sport: Narrative Motifs Among Transgender, Gender Non-Conforming Athletes

Zanin

LeMaster

Niess

et al. 2023

Communication & Sport

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This study utilized a two-tiered, thematic and structural narrative analysis to understand the ways transgender, gender non-conforming (TGNC) athletes story their experiences of sport. All participants ( N = 20) self-identified as TGNC and as athletes. A thematic narrative analysis of semi-structured interviews revealed several convergent narratives (i.e., gender sanctioning, binary gender survival, gender transition and disclosure, and gender affirming) within TGNC athlete stories. A secondary structural analysis of evaluation statements in each story offered insight into what master narratives within sport are (re)producing binary gender structures and as a result excluding non-binary athletes from participation and inclusion. The structural analysis also uncovered counter narratives within TGNC athlete stories that challenged the binarized structures of sport. Theoretical and practical implications are discussed in relation to how master narratives might be altered to foster gender inclusion beyond the binary.

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The Trans Educators Network: a reflection on community organizing and knowledge production

Cited by 10 publications

References 32 publications

Critical Pedagogy and Children’s Beneficial Development

Critical Pedagogy and Children’s Beneficial Development

A (TRANS)formative approach to gender‐inclusive science education

Storying the Gender Binary in Sport: Narrative Motifs Among Transgender, Gender Non-Conforming Athletes

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