Living in Anti‐Intellectual Times: Addressing Transgender Inclusion in Second Language Teaching and Teacher Education

IF 3 1区文学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Tesol Quarterly Pub Date : 2023-10-21 DOI:10.1002/tesq.3265

John Gray

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引用次数: 0

Abstract

Abstract At a time of acrimonious debates globally about gender identity and expression, students who identify as transgender (including those who are nonbinary, genderqueer, and gender fluid) are particularly affected. Although erased from the curriculum, they (and the ontological challenge trans people pose to the cisheteropatriarchal gender order in general) are omnipresent in political and media discourse. This can be particularly challenging for teachers who are often unclear about the issues involved and unsure how to support these students to whom they have a duty of care. Despite decades of legislative reform across much of the world with regard to transgender rights, education sectors globally have been hesitant to include gender (and sexual) diversity in the curriculum. This article explores the complex set of reasons as to why this erasure persists in English Language Teaching. In doing so, it addresses the concepts of “reproductive futurism,” “hyper‐reactionary neoliberalism,” “postfascism,” “biological essentialism,” and the commercial logic of global edu‐business as key factors. The article concludes by considering some of the options for teaching and teacher education.

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生活在反智时代:第二语言教学和教师教育中的跨性别包容问题

在全球范围内关于性别认同和性别表达的激烈辩论中，变性学生(包括那些非二元性、性别酷儿和性别不稳定的学生)受到的影响尤其大。虽然从课程中被抹去，但他们(以及跨性别者对一般异性恋父权制性别秩序的本体论挑战)在政治和媒体话语中无处不在。这对教师来说尤其具有挑战性，因为他们往往不清楚所涉及的问题，也不确定如何支持这些他们有责任照顾的学生。尽管世界上许多国家在跨性别权利方面进行了数十年的立法改革，但全球教育部门一直在犹豫是否将性别(和性)多样性纳入课程。本文探讨了在英语教学中这种“擦除”现象持续存在的一系列复杂原因。在此过程中，它将“生殖未来主义”、“超级反动的新自由主义”、“后法西斯主义”、“生物本质主义”和全球教育商业的商业逻辑作为关键因素。文章最后对教学和教师教育的一些选择进行了思考。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Tesol Quarterly Multiple-

CiteScore

6.40

自引率

6.20%

发文量

期刊介绍： TESOL Quarterly, a professional, refereed journal, was first published in 1967. The Quarterly encourages submission of previously unpublished articles on topics of signiﬁcance to individuals concerned with English language teaching and learning and standard English as a second dialect. As a publication that represents a variety of cross-disciplinary interests, both theoretical and practical, the Quarterly invites manuscripts on a wide range of topics, especially in the following areas: -psychology and sociology of language learning and teaching -issues in research and research methodology -testing and evaluation -professional preparation -curriculum design and development -instructional methods, materials, and techniques -language planning -professional standards Because the Quarterly is committed to publishing manuscripts that contribute to bridging theory and practice in our profession, it particularly welcomes submissions that address the implications and applications of research in, for example, -anthropology -applied and theoretical linguistics -communication education -English education, including reading and writing theory -psycholinguistics -psychology -ﬁrst and second language acquisition -sociolinguistics The Quarterly prefers that all submissions be written in a style that is accessible to a broad readership, including those individuals who may not be familiar with the subject matter. TESOL Quarterly is an international journal. It welcomes submissions from English language contexts around the world.