Special issue on Trans*Formational Pedagogies
Contributions of 1000-2000 words requested to David Gramling (dgl@email.arizona.edu) by August 15, 2014.
The Translations Section of TSQ: Transgender Studies Quarterly invites original translations or retranslations from any language, as well as short essays on 'researching multilingually and translationally' in matters of transgender thought, lives, and histories. In an ongoing commitment to challenge and critique Anglocentricity in our research fields, TSQ hopes to attract translated contributions from non-Anglophone contexts, in order to further promote and maintain a multilingual discourse in Transgender Studies.
The NEXT ISSUE of TSQ on Trans*Formational Pedagogies takes up matters of “schooling,” “learning” and “pedagogy.” With this special issue, we seek to reinvigorate ongoing conversations about education as a practice of freedom, by exploring ways in which educational processes can specifically challenge the binary gender system. We seek to publish work that critically interrogates, (re)invents and/or disrupts practices and policies in various educational environments that amplify or silence various forms of trans* expression and embodiment.
Potential texts for this Special Issue's Translations Section might include translations of non-Anglophone texts that document or critique the following areas, or short essays on questions of method, practice, and process while researching these topics multilingually or in translation:
—the effects of and challenges to gender segregation policies in school facilities, such as organizations, athletics, social lives, and classroom instruction;
—pedagogical methods that invite, allow, deter or ban expansive forms of gender identity and expression;
—issues related to biculturalism, bilingualism and multilingualism in relationship to pedagogy;
—intersections between Critical Race Theories of education and transgender studies;
—transformative praxis-oriented projects that do not occur in “traditional” educational settings;
—public pedagogy that includes but is not limited to the arts, music, and/or other forms of cultural production;
—embodied pedagogy or embodied technologies of the body or pedagogies of the flesh;
—the history of schooling and how historical narratives serve to foreground or erase trans* students, faculty, and staff;
—policies and practices surrounding bullying and harassment directed at trans* youth;
—presence or absence of trans* identified educators at all levels of education;
—teaching and researching while trans;
—higher education practices that support or deter trans* student identity development;
—the re/de/construction of the future landscape of education on an inter/national scale;
—public education under neoliberalism;
—education and schooling as technologies of colonialism that enforce colonial regimes of gender norms;
—schools as sites of not only discipline but criminalization, especially for gender non-conforming youth of color;
—personal accounts of initiating educational practices focused on the practice of freedom of gender.
Please send a full 1000-2000-word contribution (and, if applicable, the original pre-translation text) by Aug. 15, 2014 to David Gramling,dgl@email.arizona.edu. along with a brief bio including name, postal address, and any institutional affiliation. Any illustrations should be included with the contribution. If you have an idea for a contribution and would like to run it by the Translations Editor first, please do feel free to contact David Gramling.
TSQ aims to be the journal of record for the interdisciplinary field of transgender studies and to promote the widest possible range of perspectives on transgender phenomena broadly defined. Every issue of TSQ will be a specially themed issue that also contains regularly recurring features such as reviews, interviews, and opinion pieces. To learn more about the journal and see calls for papers for other special issues, visit http://lgbt.arizona.edu/tsq-main. For information about subscriptions, visithttp://www.dukeupress.edu/Catalog/ViewProduct.php?productid=45648.
Dr. David Gramling
Director of Graduate Studies & Assistant Professor
University of Arizona | Department of German Studies
Co-Editor, Critical Multilingualism Studies | cms.arizona.edu
Co-Investigator, Researching Multilingually | researching-multilingually-at-borders.com
1512 E. First St. | 301 Learning Services Building
Tucson, AZ 85721 | cell: 520.822.6251 | livelongday.info
