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作者

Z Nicolazzo

来源

URBAN EDUCATION,Vol.56,Issue3,P.511–536

语言

英文

关键字

作者单位

1Northern Illinois University, DeKalb, IL, USA

摘要

Postsecondary institutions of education, similar to the broader society in which they are embedded, are steeped in and further trans* oppression. In addition, the knowledge produced at these institutions is inflected with trans* oppression, and continues to reify the notion that trans* lives and experiences are abject, abnormal, unintelligible, and otherwise impossible. In this article, I build from the work of Patton, Brayboy, Delgado Bernal, and Spade to propose a trans* epistemology. In doing so, I discuss how this new epistemological stance helps educators unlearn the gender binary illogic in which they collude, thereby (re)shaping education as liberatory.