YouTube as a site of desubjugation for trans and nonbinary youth: pedagogical potentialities and the limits of whiteness

IF 1.9 Q2 EDUCATION & EDUCATIONAL RESEARCH

Pedagogy Culture and Society Pub Date : 2021-04-11 DOI:10.1080/14681366.2021.1912156

Wayne Martino, K. Omercajic, W. Cumming-Potvin

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引用次数: 6

Abstract

ABSTRACT In this paper, we examine the educative significance of YouTube as a space of self-expression for transgender and non-binary youth without being hindered by pervasive cisnormative and cisgenderist expectations that are institutionalised and sanctioned in the education system. We employ transgender studies informed epistemological frameworks to investigate one specific online project called The Gender Tag Project created by and for youth, which we argue serves as a desubjugating space for self-identification of gender, and specifically, trans self-determination. Case analysis of selected videos posted by trans and non-binary youth is undertaken as a basis for providing critical insight into their relevance for generating knowledge about gender expansiveness and their pedagogical potential in the classroom. We reflect on the implications of The Gender Tag Project for envisaging more broadly a trans expansive educational agenda that is cognisant of addressing the limits of whiteness.

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YouTube作为跨性别和非二元青年解放的网站:教学潜力和白人的局限性

摘要在本文中，我们考察了YouTube作为跨性别和非二元青年自我表达空间的教育意义，而不受教育系统中普遍存在的顺规范和顺性别期望的阻碍。我们利用跨性别研究知情的认识论框架来调查一个名为“性别标签项目”的特定在线项目，该项目由青年创建并为青年创建，我们认为它是一个自我认同性别的去约束空间，特别是跨性别自决。对跨性别和非二元青年发布的精选视频进行案例分析，以此为基础，深入了解这些视频与生成关于性别扩展性的知识及其在课堂上的教学潜力的相关性。我们反思了性别标签项目对更广泛地设想跨性别教育议程的影响，该议程认识到了解决白人的局限性。

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来源期刊

Pedagogy Culture and Society EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

3.60

自引率

10.00%

发文量

期刊介绍： Pedagogy, Culture & Society is a fully-refereed international journal that seeks to provide an international forum for pedagogy discussion and debate. The identity of the journal is built on the belief that pedagogy debate has the following features: •Pedagogy debate is not restricted by geographical boundaries: its participants are the international educational community and its proceedings appeal to a worldwide audience. •Pedagogy debate is open and democratic: it is not the preserve of teachers, politicians, academics or administrators but requires open discussion.