I\u27m Man Enough; Are You? : The Queer (Im)possibilities of Walk A Mile In Her Shoes

Walk a Mile in Her Shoes is a national program that has become a staple program to engage college males in sexual violence prevention on many college campuses. In this manuscript, I use queer theory and crip theory—a conceptual framework that merges queer and critical disability theory—to explore both the positive outcomes and potential harm done in the production and implementation of this event. I conclude the manuscript with considerations for educators seeking to engage college students in critical praxis around ending sexual violence on campus. These possibilities are rooted in Cohen\u27s (1998) notion of reorienting future praxis around the very nonnormative and marginalized people whose lives are centered through queer and crip theory. Thus, I provide queered and cripped possibilities for how educators can reimagine Walk a Mile in Her Shoes as an sexual violence intervention

It\u27s Kind of Apples and Oranges : Gay College Males\u27 Conceptions of Gender Transgression as Poverty

This paper explores the ways in which gay males in college make meaning of gender variance and transgressions from the gender binary as a form of poverty. Using epistemological bricolage, the researchers analyzed data from 17 self-identified gay cisgender males attending three colleges in Southern California. Participants represented an array of racial backgrounds and were between 20 and 23 years old. The researchers posit that three key elements influence these gay males’ meaning making: (1) gender coding and policing, (2) hyperawareness of gender transgressions, and (3) reifying hegemonic masculinity

Research in Brief - It\u27s Kind of Apples and Oranges : Gay College Males\u27 Conceptions of Gender Transgression as Poverty

This paper explores the ways in which gay males in college make meaning of gender variance and transgressions from the gender binary as a form of poverty. Using epistemological bricolage, the researchers analyzed data from 17 self-identified gay cisgender males attending three colleges in Southern California. Participants represented an array of racial backgrounds and were between 20 and 23 years old. The researchers posit that three key elements influence these gay males’ meaning making: (1) gender coding and policing, (2) hyperawareness of gender transgressions, and (3) reifying hegemonic masculinity

Black Lives Matter, But Not Here: A Case Study

Recently, the United States has experienced a wave of social movements that include protests and digital social justice movements through Facebook and Twitter. These movements have been sparked as a response to systematic racism within the university landscape and the police force. This case study looks into systematic racism at a large public university college campus. The setting is in a college town on a city street that connects the city jail to the campus. Readers will be introduced to several characters that are important to the story before reading an account of the tug of war treatment of Black students in this community. This work is important to shed light on the encounters of Black people within systems that perpetuate White privilege in order to prepare future practitioners to address these issues in real life scenarios. This case study relies on theories like critical race theory (CRT) and intersectionality to allow the reader to deconstruct the case study using some of the theories that are vital to becoming a change agent in higher education. After studying the story thoroughly, readers are tasked to use their critical thinking skills to plan a resolution for Normal Inequality College

Teaching the History of U.S. Higher Education: A Critical Duoethnography

In this duoethnography, we interrogate our roles as critical pedagogues in designing and teaching a graduate level course focused on the history of U.S. higher education. Throughout this dialogue, we surface tensions around what it means to enact critical pedagogy. Rather than just espousing a critical stance, we wrestle with how external pressures such as limited time, the need and desire to convey certain information to students, and neoliberalism influence the doing of critical pedagogy. We also discuss how our social identities, as well as those of the students alongside whom we teach and learn, affect the learning process. We conclude our paper by drawing upon our experiences and dialogue to consider what it means to do—rather than just espouse—a critical pedagogical style in the study of higher education

Victimization and microaggressions targeting LGBTQ college students: Gender identity as a moderator of psychological distress

LGBTQ discrimination continues to be common on college campuses. While a number of studies have examined blatant victimization among students, little attention has been given to LGBTQ microaggressions. In this study, we examine both blatant victimization and microaggressions and their association with psychological distress among LGBTQ college students (N=497) and look at whether gender identity moderates these relationships. Both forms of discrimination are associated with lower self-esteem and greater stress and anxiety. Victimization is more negatively associated with self-esteem among trans* students. Our findings emphasize the importance of addressing both blatant and subtle forms of discrimination targeting LGBTQ college students

Agentic learning: the pedagogical implications of young trans people’s online learning strategies

This paper proposes anew conceptualisation of learning in the age of the internet, increasing systemic rigidity of formal education and intensified media manipulation and partiality. Using empirical data and drawing on Social Activity Method it elaborates the different strategies young trans people recruit in their self-learning and contends that these constitute a type of learning where the control of pedagogy, the learning environment and the subject matter lies to a significant extent, with the learner, taking place in spaces free from the influence of hegemonic transphobia. This type of learning appears to constitute an effective but complex one. As, in this instance, the learning is taking place in a wider cultural environment where the subject matter is often suppressed and subject to ideological misrepresentation by hegemonic control of the public sphere, this study suggests that learning by providing learners with greater control over pedagogy and learning environment is effective

Trans in college : transgender students' strategies for navigating campus life and the institutional politics of inclusion

First edition.Comprend des références bibliographiques et un index

Review: Normal Life: Administrative Violence, Critical Trans Politics, and the Limits of Law by Dean Spade

This is a book review for the 2011 book Normal Life: Administrative Violence, Critical Trans Politics, and the Limits of Law by Dean Spade