Toxic Silence

Hoston, William T.

doi:10.3726/b13350

Cited by 4 publications

(2 citation statements)

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“…There have been waves of research theorizing best practices for approaching LGBTQ+ inclusive science education reform-though much has been published outside of mainstream science education journals (Ah-King, 2013;Cooper et al, 2020;Fifield & Letts, 2014;Gunckel, 2009;Hoston, 2018;Letts, 2001;Letts & Fifield, 2019a) or isolated to special issues focusing on queer and feminist perspectives in science education (Fifield & Letts, 2014;Lundin, 2014;Orlander, 2014). There also remains a general lack of consensus from education communities on what constitutes gender-and LGBTQ+-inclusive science curriculum (Wright & Delgado, 2023).…”

Section: Lgbtq+ Inclusive Science Education Reformmentioning

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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Section: Lgbtq+ Inclusive Science Education Reformmentioning

confidence: 99%

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

Rende Mendoza,

Johnson

2024

J Res Sci Teach

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“…Moreover, Black women experience violence in different ways. For example, Black trans women experience violence at the intersection of homophobia, transphobia, racism, and misogyny (De Vries, 2012;Hoston, 2018). Despite the differences in the experiences of gender-based violence and marginalization among Black trans and cis women, their collective experiences reflect the deeply entrenched processes and structures rooted in cisheteronormativity and patriarchy (Hoston, 2018).…”

Section: The Matrices Of Domination and Violencementioning

confidence: 99%

Nowhere to turn: A Black feminist autoethnography of interpersonal violence

Morrow

2023

Qualitative Social Work

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In July 2020, rapper Megan Thee Stallion was shot by her then boyfriend Tory Lanez, a fellow rapper. The incident brought to the surface (again) a long, ongoing conversation about the experiences of Black women survivors of intimate partner violence, much like other high-profile cases (e.g., Tina Turner) have done before. Specifically, these cases show how Black men particularly can uphold patriarchal violence in intimate or romantic contexts. Moreover, these cases show the tensions that can arise when survivors seek help from law enforcement. For example, the idea of racial loyalty and not calling the police on a Black man and how this affects the options available to Black women. In other words, Black women often have nowhere to turn for help when they experience violence. In this article, I employ Black Feminist Autoethnography as a methodological framework to analyze a personal instance of road rage where I was attacked, to explore how Black women survivors make meaning of their experiences, the thought process behind their decision to involve the police, how Black men uphold patriarchal violence in non-intimate contexts, and how Black women resist or refuse to accept the violence. This analysis reveals the raced and gendered components underlying the private/public nature of interpersonal violence experienced by Black women and the relationship between intimate and non-intimate interpersonal violence. Implications for qualitative social work research and practice include the use of Black Feminist Autoethnography as a methodological framework to identify areas of empowerment, strength, and support for survivors of violence.

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Operationalizing intersectionality as a framework in qualitative grief research

Thacker

Durán

2020

Death Studies

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Toxic Silence

Cited by 4 publications

References 0 publications

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

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

Nowhere to turn: A Black feminist autoethnography of interpersonal violence

Operationalizing intersectionality as a framework in qualitative grief research

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