From inclusion to queer-trans pedagogy in school and physical education: a narrative ethnography of trans generosity

Abstract

Originally suggested by Rodriguez (2012), trans generosity aims to address the tensions and complexities of queer and trans pedagogies in educational settings. Using this concept, this study generates empirical insights on how queer and trans affirmative practices can disrupt heteronormativity, foster gender diversity and proactively emphasize the self-determination of trans students in schools and PE. Drawing on narrative ethnography, we relate the experiences of Lucas, a secondary trans student, during a period of four years, using the messy method of data collection. A dialogical narrative analysis helped to give sense to the whats, the hows, and the effects of Lucas’s stories and storytelling within the narrative environment of the school. Legal and educational policy and academic frameworks provided Lucas and other actors with an adequate space for critical performances to foster the disruption of heteronormativity and broaden the circulation of (queer)gender narratives within the school. The dialogue, commitment, collaboration, and mutual trust between Lucas, his PE teacher and the school environment helped to make Lucas’ trans affirmative stories tellable and coherent. This story of trans generosity may inspire other trans students, PE teachers, schools, or whoever wants to embrace queer and trans theories and pedagogies, to foster trans recognition and gender diversity education.

KEYWORDS:

• Dialogical analysis
• tellability
• coherence
• narrative environment
• trans affirmation
• heteronormativity
• diversity education

Acknowledgments:

The authors want to thank the anonymous reviewers for their time devoted to this paper and their insightful comments. They also want to thank all the anonymous studens and, particularly, to Lucas and his mother for generously sharing their stories with us.

Disclosure statement

No potential conflict of interest was reported by the author(s).

Notes

1 Cisnormativity refers to the oppression experienced by transsexual and transgender people in a society that identities and represents cissexual/cisgender people as dominant, normal and superior (Bauer et al., 2009).

Additional information

Funding

]This work was supported by the Ministry of Science and Technology of Spain [DEP2011-28190] and the Conselleria d'Educació, Cultura i Esport of València: [17AQ65IN002; 20AQ65IN001].