In this essay, Harper B. Keenan draws on his own experience as a white queer and trans educator to consider the meaning of a critical trans pedagogy. Amid dissonant narratives of equal rights and subjection, he explores how his classroom teaching is shaped by his own experience of gender conditioning as well as by the contemporary political climate surrounding trans identity. Keenan argues that a critical trans pedagogy requires unscripting and must necessarily support children in constructing new knowledge.
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Research Article| December 01 2017
HARPER BENJAMIN KEENAN; Unscripting Curriculum: Toward a Critical Trans Pedagogy. Harvard Educational Review 1 December 2017; 87 (4): 538–556. doi: https://doi.org/10.17763/1943-5045-87.4.538
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