Knisely, K. (October 2022). Trans knowledges and gender-just pedagogies in the language classroom: More than language forms alone. Western Washington University. (Online).
Abstract: Language education represents a site for identity (re)construction, mediated through language acquisition and use. Through acts such as speaking, reading, and writing, learners must linguistically position themselves and be positioned by others. In this way, language education encourages learners’ reflections on their own identities in relation to the broader social world. Although language learning allows students to (re)imagine, (re)invent, and explore new linguistic and cultural identities, there is often limited attention to trans knowledges and linguistic practices in the curriculum, textbooks, research, and pedagogy of language classrooms, leaving many educators to report feeling particularly un- or under-prepared to engage in gender-just language teaching. In following, this talk will invite reflection on possibilities for remaking, reimagining, and reinventing our language classrooms, materials, and pedagogical approaches to resist normativities and recenter trans knowledges without a hyperfocus on narratives of oppression. Together, we will consider how this ongoing process of queer and trans remaking, reimagining, and reinventing can help us to better serve all of our students, particularly in terms of increasing classroom inclusiveness, fostering tolerance of ambiguity, and the development of linguistic, symbolic, and intercultural competencies. As we illustrate and exemplify these discussions of gender-just language teaching, we will draw on Kris Knisely's research with French language learners and nonbinary French language users. These examples will allow us to collectively consider the unique pedagogical opportunities that teaching trans knowledges and linguistic practices can afford when they are situated in a trans-affirming, gender-just pedagogical framework.
Short description: Language teaching and learning can be a site of expansive possibilities for identity (re)construction, despite the ways that gendered impossibilities and invisibilities have often been allowed to persist. In the context of scant attention to gender in the curriculum, textbooks, research, and pedagogy of language classrooms, this talk offers trans-affirming queer inquiry-based pedagogies as one path toward more critical, equitable, and gender-just language pedagogies.
Publications: Please see the publications page to view and request copies of my written work for your personal, private use. I look forward to adding the forthcoming volume I am co-editing with Eric Russell (UC-Davis) Redoing linguistic worlds: Unmaking gender binaries, remaking gender pluralities, which includes work on French, German, Italian, and Spanish and other work in press that treats many of these languages. I would particularly draw your attention to the below:
Published:
Knisely, K. (2022). Gender-just language teaching and linguistic competence development. Foreign Language Annals. 55(3). https://doi.org/10.1111/flan.12641
Knisely, K. (2022). Teaching trans knowledges: Situating expansive possibilities in an intermediate French course. In S. Bouamer & L. Bourdeau (Eds.) Diversity and Decolonization in French Studies: New Approaches to Teaching. Palgrave Macmillan. 165-180. https://doi.org/10.1007/978-3-030-95357-7_11 Available open access at: https://rdcu.be/cKP37
Knisely, K. (2022). A Starter Kit for Rethinking Trans Representation and Inclusion in French L2 Classrooms. In E.N. Meyer & E. Hoft-March (Eds.) Teaching Diversity and Inclusion: Examples from a French-Speaking Classroom. Routledge. 22-33. https://bit.ly/3oZRsbM
Knisely, K. (2021). L/G/B and T: Queer Excisions, Entailments, and Intersections. In J. M. Paiz & J. E. Coda (Eds.) Intersectional Perspectives on LGBTQ+ Issues in Modern Language Teaching and Learning. Palgrave Macmillan. 153-182. https://doi.org/10.1007/978-3-030-76779-2_6
Knisely, K. and Paiz, J.M. (2021) Bringing Trans, Non-binary, and Queer Understandings to Bear in Language Education. Critical Multilingualism Studies. 9(1), 23-45. https://cms.arizona.edu/index.php/multilingual/article/view/237
Knisely, K. (2020). Le français non-binaire: linguistic forms used by non-binary speakers of French. Foreign Language Annals. 53(4), 850-876. https://doi.org/10.1111/flan.12500
Forthcoming:
Knisely, K. (2022). Gender-justice and the development of intersectional thinking: Evidence from an intermediate French course. CFC Intersections. 1(1), 147-160. https://doi.org/10.3828/cfci.2022.11
Knisely, K. (2022). Gender-just language pedagogies. In F. Henshaw & K. Potowski (Eds.) Honing our craft: World language teaching in the U.S.. Klett.
Knisely, K. (2023). Not another binary: gender modality, languaging, and language learning in French. In Knisely, K. and Russell, E. (Eds.). Redoing linguistic worlds: Unmaking gender binaries, remaking gender pluralities. Multilingual Matters.
Knisely, K. & Russell, E. (2023). Redoing Linguistic Worlds: An Introduction. In Knisely, K. and Russell, E. (Eds.). Redoing linguistic worlds: Unmaking gender binaries, remaking gender pluralities. Multilingual Matters.
Resources for educators: Please see the resources for educators page for numerous other resources, including but not limited to the below infographics.
Additional recommended publications, authors, and organizations can be found on the partners & colleagues page. In addition to my own work, below are a few resources from colleagues that I would particularly like to highlight for you:
Conrod, K. (2022). Variation in English Gendered Pronouns: analysis and recommendations for ethics in linguistics. Special issue: THEY 2019 Proceedings. Journal of Language and Sexuality 11(2), 141-164. https://doi.org/10.1075/jls.20026.con
Disclosure (2020 documentary, available on Netflix): http://www.disclosurethemovie.com/about This is not directly about teaching, but it can help create a different awareness of trans lives. I recommend this documentary in particular because it has a 100% trans cast, a trans director, and a majority trans crew. In this way it tells stories of trans lives via the voices/perspectives of actual trans people.
Diversity, Decolonization, and the French Curriculum collective https://ddfccollective.weebly.com/
DDFC. (2021) Joint Statement and Call to Action in Support of Trans and Nonbinary People. https://ddfccollective.weebly.com/statements-of-supportcalls-for-action.html
Diversity, Decolonization, and the German Curriculum collective https://diversityingermancurriculum.weebly.com/
Gallagher, M. O., Abel, B., Djavadghazaryans, A., Pfleger, S., Stewart, F., & Young, A. (2023). Gender Plurality in the German-Language Classroom: Constructing Linguistic and Cultural Identities beyond the Binary. In K. Knisely & E. Russell (Eds.) Redoing linguistic worlds: Unmaking gender binaries, remaking gender pluralities. Multilingual Matters.
Heger, I. A. (2020). Pronouns like Xier and Sier: Translating singular they into German. https://www.annaheger.de/pronouns/
Jourian, T.J. & Nicolazzo, Z. (2019). Not another gender binary: A call for complexity over cis-readability. Retrieved 1 January 2020 from https://medium.com/national-center-for-institutional-diversity/not-another-gender-binary-a-call-for-complexity-over-cis-readability-d9eaefdcefc2
Keenan, H., & Hot Mess, L. M. (2020). Drag pedagogy: The playful practice of queer imagination in early childhood. Curriculum Inquiry, 50(5), 440-461.
Keenan, H. B., Nicolazzo, Z., & Kumashiro, K. (2021). 17,300+ Educators to President Biden: Support Trans Youth. https://www.kevinkumashiro.com/supporttransyouth
Kosnick, K., & Phipps, V. (n.d.). Proper Pronouns. https://properpronouns.com/
López, Á. (2019). Tú, yo, elle y el lenguaje no binario. La Linterna del Traductor, 19, 142-150. http://www.lalinternadeltraductor.org/n19/traducirlenguaje-no-binario.html In English: https://ataspd.org/2020/10/07/you-me-hir-and-non-binary-language/ See also: https://www.queerterpreter.com/
LSA (2021). Linguistic Society of America Statement and Guidelines Against Linguistic Misgendering. Retrieved 2 July 2021 from https://www.linguisticsociety.org/content/lsa-statement-against-linguistic-misgendering See also: https://www.linguisticsociety.org/content/guidelines-avoiding-misgendering-professional-communications
Paiz, J. M. (2020). Queering the English language classroom: A practical guide for teachers. Sheffield, UK: Equinox Publishing.
Paiz, J. M. & Coda, J. (Eds.) (2021) Intersectional Perspectives on LGBTQ+ Issues in Modern Language Teaching and Learning. Palgrave.
Papadopoulos, B. (Ed.). (2022). Gender in language project. https://www.genderinlanguage.com
Spade, D. (2011). Some very basic tips for making higher education more accessible to trans students and rethinking how we talk about gendered bodies. Radical Teacher, 92(1), 57-62. This article is generally about teaching to trans students. Link to PDF: https://bit.ly/3abFXKA
Zimman, L. (2021). Beyond the cis gays' cis gaze: the need for a trans linguistics. Gender & Language, 15(3).
Infographics: See examples below and visit the resources for educators page to download PDF versions for free. Additional infographics are available via The Gender-Just Language Education Project.
Handout: For term definitions, TAQIBP slide text, examples of inclusive, gender-avoidant and nonbinary language in English, French, Spanish, and German, sample syllabus language, sample webquest activity, and other resources and materials mentioned during the talk, please download the handout below.
