"I don't care what's under your clothes': the discursive positioning of educators working with trans and gender-nonconforming students
"I don't care what's under your clothes': the discursive positioning of educators working with trans and gender-nonconforming students
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DOI：
10.1080/14681811.2015.1022819
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发表时间：
2016-01-01
影响因子：
1.9
通讯作者：
Frohard-Dourlent, Helene
中科院分区：
文献类型：
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作者：
Frohard-Dourlent, Helene
本文探讨了教育工作者对他们与跨性别和性别不合格学生一起工作的经历所产生的意义，以及这一话语过程的影响。在本文中，我利用对不列颠哥伦比亚省学校工作人员进行的 62 次访谈来研究教育工作者如何理解他们在机构环境（学校）中的角色，该机构环境是由使性和性别一致性合法化和强制执行的权力体系塑造的。通过利用他们可用的主流叙事，教育工作者通过话语资源讲述了他们的经历，这些资源往往使他们远离他们所运作的制度权力体系。描述了教育工作者的经验变得可理解的四种具体话语资源：（1）依靠欺凌话语，（2）将自己塑造为思想开放的个人，（3）强调外部制度障碍，以及（4）承认他们在权力体系中的共谋。通过这些话语框架，教育者本身在塑造学校的易读性和合法性领域中所发挥的作用被淡化，从而限制了抵抗和取代现有权力体系以及产生系统性变革的潜力。
This paper examines the meanings educators produce about their experiences working with trans and gender-nonconforming students, and the effects of this discursive process. In this paper, I draw on 62 interviews with school staff conducted in British Columbia to examine how educators understand their role in an institutional context (a school) that is shaped by systems of power that legitimise and enforce sexual and gender conformity. By drawing on the dominant narratives available to them, educators recounted their experiences through discursive resources that tend to distance them from the institutional systems of power they were operating within. Four specific discursive resources through which the educators' experiences became intelligible are described: (1) relying on bullying discourses, (2) framing themselves as open-minded individuals, (3) emphasising external institutional obstacles and (4) acknowledging their complicity in systems of power. Through these discursive framings, the role that educators themselves play in shaping the field of legibility and legitimacy in schools is downplayed, thus limiting the potential to resist and displace existing systems of power and generate systemic transformations.