Photography, Film, and Student Affect Regarding Trans and Nonbinary Identities in the High School and College German Language Classroom

Abstract

This practical article describes how three programs (two in high schools and one at a university) use photography, media, and television to engage students in the emotional work of developing gender-inclusive spaces. At the outset, the article briefly outlines how these classes use practices such as asking for pronouns, teaching nonbinary pronouns, and foregrounding inclusive terms such as Schüler_innen to foster safe spaces. The article's core addresses how classes use photo-based speaking projects, the photo exhibition “Trans* in der Arbeitswelt,” excerpts from Queer Eye Germany, and other cultural products whose aesthetic and historical qualities invite students to experience trans and nonbinary perspectives in context, opening affective spaces for dialogue. Throughout, the article highlights differences between choices for high school and college settings, administrative challenges, and availability of didacticized materials, demonstrating that LGBTQ+-positive curriculum in world language classes is a valuable complement to existing emphases on social emotional learning (SEL), multiliteracy skills, and cultural awareness that are fundamental to educational progress today.