Deconstructing the gender binary and gender roles and expectations, serves as an initial pedagogical tool in the discussion of trans identities in the classroom. Since trans identities are as much a part of the field of gender and sexuality studies as conventional cisnormative and heteronormative identities, they cannot be studied in isolation, but must rather be viewed in terms of intersectionality. Mary Armstrong, in her essay, “Towards a Queer Pedagogy of Conflicted Practice,” identifies a tension between “identity politics based ‘lesbian and gay studies’ and a ‘queer’ poststructuralist revision of subjectivity that works to overturn the hegemonic absolutism embedded in all fixed identity models” (86). According to Armstrong, a post-structural
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Armstrong, thus, identifies the need for an interdisciplinary approach in this area in order to create new knowledge models and asserts that an interdisciplinary approach, will be able to discuss both the lived experiences of trans subjects within a political context while also recognizing the processes that construct these subjects (91). This recognizes the intersectionality of the different aspects of identity such as race, class, gender, sexual orientation as each of these construct identity and cannot be studied in isolation. An interdisciplinary approach would, therefore, be more inclusive not only in terms of gender identity,but its intersection with race, class, and sex. Armstrong’s concept of “conflicted practice” emphasizes the need for educators to recognize the changing conditions of identity formation and invites and embraces a multiplicity of critical perspectives which will enable pedagogical practices to examine identity from different sides, and create a non-hegemonic queer …show more content…
The definition of queerness has become blurred,as new identities and definitions have been added, including various additions to trans identities. The reconfigurations of the meanings of gender and sexuality have created more complex, multi-layered trans identities. The word “queer” itself has been reclaimed, and is no longer a derogatory slur but now seen as a source of power and identity for the LGBTQ community. Despite the blurring of this definition, as Thompson and Santiago-Jirau remind us in, “Performing Truth: Queer Youth and the Transformative Power of Theatre of the Oppressed,” teachers and other adults must not be dismissive of queer youth and their identifications by viewing them as confused or going through a phase (98). This, the authors, re-emphasis, can lead to isolation, hinder sexual and emotional development during puberty, and affect their gradual, flexible self-exploration
Armstrong, thus, identifies the need for an interdisciplinary approach in this area in order to create new knowledge models and asserts that an interdisciplinary approach, will be able to discuss both the lived experiences of trans subjects within a political context while also recognizing the processes that construct these subjects (91). This recognizes the intersectionality of the different aspects of identity such as race, class, gender, sexual orientation as each of these construct identity and cannot be studied in isolation. An interdisciplinary approach would, therefore, be more inclusive not only in terms of gender identity,but its intersection with race, class, and sex. Armstrong’s concept of “conflicted practice” emphasizes the need for educators to recognize the changing conditions of identity formation and invites and embraces a multiplicity of critical perspectives which will enable pedagogical practices to examine identity from different sides, and create a non-hegemonic queer …show more content…
The definition of queerness has become blurred,as new identities and definitions have been added, including various additions to trans identities. The reconfigurations of the meanings of gender and sexuality have created more complex, multi-layered trans identities. The word “queer” itself has been reclaimed, and is no longer a derogatory slur but now seen as a source of power and identity for the LGBTQ community. Despite the blurring of this definition, as Thompson and Santiago-Jirau remind us in, “Performing Truth: Queer Youth and the Transformative Power of Theatre of the Oppressed,” teachers and other adults must not be dismissive of queer youth and their identifications by viewing them as confused or going through a phase (98). This, the authors, re-emphasis, can lead to isolation, hinder sexual and emotional development during puberty, and affect their gradual, flexible self-exploration