What grade are you in? On being a non-binary researcher

Slovin, LJ

doi:10.1080/03626784.2020.1754730

Cited by 13 publications

(8 citation statements)

References 31 publications

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“…I recognize that I approach this aim with enormous privi lege as a white, middle class, straight, cisgender man. Even my opportunity to do queer literacy research in a public school reflects my privilege, an undertaking which queer and nonbinary identified literacy researchers have noted is fraught with difficulties (e.g., Donelson & Rogers, 2004;Ryan & Hermann Wilmarth, 2015;Slovin, 2020). I began participating in queer educational activism as a high school English teacher, starting and coadvising a GSA club with another first year teacher in 2007 (Schey & Uppstrom, 2010.…”

Section: Positionalitymentioning

confidence: 99%

Queer Compositions in a U.S. Secondary Classroom: Genre, Citationality, and Linguistic Racism

Schey

2021

Reading Research Quarterly

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In recent decades, there has been an increase in literacy education research attending to curriculum inclusive of sexual and gender diversity in secondary classrooms. Although valuable, most of this research has focused on the ideational and representational qualities of curriculum and thus has overlooked the significance of composition and genre. Seeking to add this scholarship, I focused on youth choosing to write about queer topics for compositional assignments in a secondary humanities course that combined English language arts and social studies (U.S. studies). Drawing from a broader literacy ethnography conducted at a high school in a Midwestern U.S. city, I argue that youth in the humanities course drew on curricular ideas and genres in their literacy performances in ways that resisted and reified oppressive values. Genres that encouraged extended dialogue resulted in interrogations of cisheteronormativity that were sustained and intersectional. However, youth's use of genres cited and reproduced racist and cisheteronormative Eurocentric, anti-Black, and assimilationist ideologies. Hence, there is a need for approaches to queer-inclusive curricula that explore intersections of queerness and race and attend to aspects of literacy and language practices beyond ideational and representational content.

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Section: Positionalitymentioning

confidence: 99%

Queer Compositions in a U.S. Secondary Classroom: Genre, Citationality, and Linguistic Racism

Schey

2021

Reading Research Quarterly

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“…This article focuses specifically on the experiences of nonbinary beginning teachers. "Nonbinary" is an umbrella term that refers to genders outside a man/woman binary (Richards et al, 2016;Slovin, 2020) and includes an infinitely diverse array of experiences. Many people who are nonbinary also consider themselves transgender, but some do not.…”

Section: Study Participantsmentioning

confidence: 99%

Nonbinary Beginning Teachers: Gender, Power, and Professionalism in Teacher Education

Iskander¹

2021

Teachers College Record: The Voice of Scholarship in Education

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Background/Context: In recent years, Canadian and U.S. schools have increased efforts to recognize gender diversity and reduce gender-based harassment, in large part because a growing number of young people are coming out as transgender or nonbinary in adolescence. However, little research explores nonbinary teachers’ experiences or investigates barriers to their entry into the profession. Purpose: This article begins to fill this gap by showing how six nonbinary beginning teachers navigated gender expectations, worked to appear professional, and negotiated racial and gendered power dynamics in their initial teacher education and preservice teaching. Participants: Participants include six nonbinary preservice teachers of diverse gender expression and racial and class backgrounds who were enrolled or had recently completed teacher education in North America when the study was conducted in 2018. Research Design: This qualitative study employed in-depth, phenomenological interviews. This article uses Sara Ahmed’s concept of the “willful subject” to consider how participants negotiated the relationship between their gender identities as nonbinary people and their nascent professional identities as teachers. Conclusion: These beginning teachers expressed concern about succeeding in their teacher education programs and worried about how others perceived them because of the expectation of normative gender implicit in teaching’s professional norms. This expectation was enforced by the profession’s gatekeepers more than by K–12 students and their families, who participants generally described as hospitable or indifferent to having a nonbinary teacher. If the profession is to genuinely welcome gender diversity, it must recognize and work to deconstruct its own gender normativity.

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“…This is even more important for POC teachers and CYCPs working in schools and CYC settings. Some researchers have suggested that navigating notions of adulthood and expected adult roles in youth and school settings can add to the challenges faced by queer researchers (Pascoe, 2012;Slovin, 2020). In many school and youth work settings, adults are effectively categorized according to a simple binary: those with relevance (and authority) and those of little consequence (and with little to no authority).…”

Section: An Act Of Generosity and Futuritymentioning

confidence: 99%

“…Yet this sometimes comes at risk to personal safety. Slovin (2020) wrote about their experiences navigating working with youth and queer identity when conducting ethnographic research in a high school in Western Canada as a non-binary researcher. Key to their argument that "a person's adherence to cisheteronormative logics is an integral aspect of being recognized as an adult" (p. 225) is their recognition of the nuanced differences between how youth and adult professionals in the school setting perceive who is and who is not an adult within the space.This has bearing on the contexts queer teachers and CYCPs navigate and might be important in considering the effects of visibility within a space.…”

Section: Not Without Costsmentioning

confidence: 99%

Moving Queer Visibilities Into Identity-Sustaining Practices in Cyc: Toward Queer(ed) Futures

Longoria

2021

IJCYFS

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This essay aims at connecting child and youth care (CYC) to U.S. teacher education, educator pathways, and schooling in the United States. Further, this essay addresses Wolfgang Vachon’s call to push the boundaries of CYC, specifically in queering the field. I offer ways U.S. teacher education contexts and practices might be considered as guidance in supporting queer identities in CYC. I posit that there is a corporeal pedagogy that queer CYC practitioners enact that is effected beyond simple visibilities, and that they sustain their own identities and survival in CYC spaces through this practice. I also offer a testimonio of my practice as an out genderqueer, Chinese Mexican teacher educator who works in U.S. field-based teacher training and after-school CYC spaces. Further, I argue for critical engagement with curricula and field work in our training programs and make a call for training programs to support CYC practitioners in sustaining their queer identities. Finally, I argue for a need to continue to archive — and perhaps rescue — the practices and collective memories of queer CYC practitioners in order to advance a meaningful sustaining of queer identities in CYC.

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What grade are you in? On being a non-binary researcher

Cited by 13 publications

References 31 publications

Queer Compositions in a U.S. Secondary Classroom: Genre, Citationality, and Linguistic Racism

Queer Compositions in a U.S. Secondary Classroom: Genre, Citationality, and Linguistic Racism

Nonbinary Beginning Teachers: Gender, Power, and Professionalism in Teacher Education

Moving Queer Visibilities Into Identity-Sustaining Practices in Cyc: Toward Queer(ed) Futures

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