Journal
RESEARCH PAPERS IN EDUCATION
Volume 34, Issue 2, Pages 131-152Publisher
ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD
DOI: 10.1080/02671522.2017.1402082
Keywords
Cisgenderism; heteronormativity; neoliberal governance; queer and trans pedagogies; transgender
Categories
Funding
- Young and Well Cooperative Research Centre Grant entitled: Online and Offline Community Connections: Digital Storytelling and Multiliteracies for Challenging Inequities faced by LGBT youth
- SSHRC (Social Sciences Humanities Research Council Canada) Grant entitled: Supporting transgender and gender minority youth in schools: Policy and practice [435-2015-0077]
- Social Sciences and Humanities Research Council of Canada
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In this paper, we draw on conversations with two English teachers in an Australian government speciality arts focused school to investigate possibilities for envisaging trans-affirmative and queer pedagogies in the classroom. It draws from two studies that are concerned to investigate how gender and sexually diverse students are being supported in the education system. Our study employs queer and trans-informed epistemological insights into the pedagogical limits of heternormativity and cisgenderism in high schools. The data involved engaging with teachers who responded to a range of multi-literacy resources that addressed the politics of queer and trans representation, recognition and visibility in their classrooms. We tease out several themes which pertain to the institutionalisation of heteronormativity and cisgenderism, and how it is entwined with neoliberal governance in one particular case study school. Our purpose is to illustrate how this gender and sexuality politics works in tandem with a particular manifestation of neoliberal governance in the public education system, and plays into a specific policy discourse with particular consequences for schools, students and teachers in terms of impression management and its calculative and performative effects.
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