Transgender Teachers: The Personal, Pedagogical, and Political
Transgender Teachers: The Personal, Pedagogical, and Political
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跨性别教师：个人、教学和政治
作者：
K. Wells
摘要这项实证研究考察了三名变性男女教师在加拿大K-12公立学校任教期间的经历，他们在三十年(1980年代、1990年代、2000年代)转换了性别。我利用后结构的故事情节来探索这些跨性别教师如何驾驭个人、教学和政治，以及他们制定的生存和过渡战略，以便在他们的学校变得容易理解。他们的故事情节说明了他们是如何发展出对抗策略来挑战传统的隐形、沉默、羞愧和恐惧的话语。
ABSTRACT This empirical research study examines the experiences of three male-to-female transgender teachers who transitioned genders, in three different decades (1980s, 1990s, 2000s) while actively teaching within Canadian K–12 public schools. I utilize poststructural storylines to explore how these transgender teachers navigated the personal, pedagogical, and political and the survival and transition strategies they developed to become intelligible within their schools. Their storylines illustrate how they developed counternarratives to challenge traditional discourses of trans invisibility, silence, shame, and fear.