Authors: Chan Arun-Pina*, York University
Topics: Queer and Trans Geographies, Higher Education, Ethnicity and Race
Keywords: Trans-pedagogy, spatial-variants, misgendering, post-secondary institutions, everyday discrimination, Trans of colour critique
Session Type: Virtual Paper
Start / End Time: 3:05 PM / 4:20 PM
Room: Virtual 31
Presentation File: No File Uploaded
In fast-paced and continuously demanding neoliberalizing academic environments, this article calls for an urgent ‘pedagogic pause’ that disrupts cis-hetero-certainties within post-secondary institutes. The article particularly discussesdifferent spaces and sites of learning outside of classrooms, such as communication on listservs, work on picket lines, and navigation of hallways. It argues that these micro-spaces of learning are important ‘spatial-variants’ as virtual, temporal-political, and multi-functional spaces, respectively, and yet, are constant sites of misgendering. In choosing such micro-spaces of learning (and misgendering), it challenges both, the spatial limits of pedagogy, and the pedagogic capacities of universities. The paper further deploys critical trans, embodied and queer geographical approach that reflects upon the in/audible and the in/visible dimensions of everyday gender discrimination and gender expression in post-secondary institutes. In that, it argues that the critical potential of trans-pedagogy lies in spatializing trans as locations not only outside, but precisely in-between cisnormative notions of boundaries, gendered, geographic and disciplinary.