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Gender-as-Lived: The Coloniality of Gender in Schools as a Queer Teacher Listens in to Complicated Moments of Resistance

机译:性别不变:当酷儿老师倾听复杂的抵抗时刻时,学校的性别殖民

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In this paper, I use Gloria Anzaldúa’s (1987) narrative method of “autohistoría” in concert with theoretical analysis to reflect on my experiences as a queer teacher in the heteronormative United States schooling system. These reflections are aimed at unpacking the ways in which racialization, sexual orientation and coloniality are inseparably tied to living out one’s gender. It is this phenomenon of “Gender-as-Lived” that I urge become a focus of identity development research in education studies and is my central concern in this post-intentional phenomenological study. Furthermore, Anzaldúa’s conceptualization of the liminal zone of “nepantla” as an embodied and in-between space of resistance offers to transform the practice of teaching into a vocation of healing.
机译:在本文中,我将格洛丽亚·安扎尔杜(GloriaAnzaldúa,1987年)的“自动历史”叙述方法与理论分析相结合,以反思我在美国异规范教育系统中担任酷儿老师的经历。这些思考旨在揭示种族化,性取向和殖民地与生活性别密不可分的方式。我敦促这种“生活中的性别”现象成为教育研究中身份发展研究的重点,也是我在此意向现象学研究中的主要关注点。此外,安扎尔杜亚(Anzaldúa)将“ nepantla”的边缘区域概念化为体现的抵抗空间,这将教学实践转变为一种治愈的职业。

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