拒绝的跨性别教育学:对顺性别主义、反信息主义的限制和跨性别死亡政治的质疑

IF 1.9 Q2 EDUCATION & EDUCATIONAL RESEARCH

Pedagogy Culture and Society Pub Date : 2021-04-13 DOI:10.1080/14681366.2021.1912155

Wayne Martino, K. Omercajic

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引用次数: 10

摘要

摘要在本文中，我们反思了以拒绝的生成立场为重点的批判性跨性别教育学的伦理政治和认识论含义。我们的目的是确定和解释关键公理原则的重要性，这些原则是我们对这种教学努力的概念的核心，这需要对顺性别主义、反信息性和跨死政治采取质疑立场。这些原则定义了制定跨性别拒绝教育法的指导逻辑和合理性，因为它有可能在致力于解决跨性别和非二元人群消失问题的教育机构中创造认可和可理解的课程空间。它们还阐明了一种必要的教学承诺，即集中对变性和变性黑人的非结合和淹没的知识，这些知识挑战了反信息性和死亡政治的限制。

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A trans pedagogy of refusal: interrogating cisgenderism, the limits of antinormativity and trans necropolitics

ABSTRACT In this paper, we reflect on the ethico-political and epistemological implications of a critical trans pedagogy that takes as its focus the generative stance of refusal. Our purpose is to identify and explain the significance of key axiomatic principles at the heart of our conception of such a pedagogical endeavour, which entails an interrogative stance vis-à-vis cisgenderism, antinormativity and trans necropolitics. These principles define a governing logics and rationality for enacting a trans pedagogy of refusal in its potential to create curricular spaces of recognition and intelligibility in educational institutions that are committed to addressing the erasure of trans and non-binary people. They also illuminate a necessary pedagogical commitment to centring desubjugated and submerged knowledges of transness and the blackness of transness that defy the limits of antinormativity and necropolitics.

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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.