期刊
INTERNATIONAL JOURNAL OF QUALITATIVE STUDIES IN EDUCATION
卷 30, 期 3, 页码 285-304出版社
ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD
DOI: 10.1080/09518398.2016.1254302
关键词
Autoethnography; transgender; masculinity; higher education; critical poststructuralism
Using an abductive, critical-poststructuralist autoethnographic approach, I consider the ways in which masculine of centre, non-binary/genderqueer trans* identities transverse the poles of socializing binary gender systems, structures, and norms which inform higher education. In this paper, I assert that non-binary genderqueer identities are products of a particular sense-ing about gender that is reproduced and enforced in US higher education. Non-binary genderqueer identities defiantly take up space within a demilitarized zone that vacates the continuum of gender and instantiates binary genders. In particular, this autoethnography employs promiscuous and high-density theoretical analysis to determine the possibilities of resolving the breakdown presented by non-binary/genderqueer masculinities through a transmasculine critical epistemology.
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