Pronoun practices in the higher education classroom

被引：2

作者：

Melendez, Sofia ^{[1
]}

Crowley, Archie ^{[2
]}

机构：

[1] Toronto Metropolitan Univ, Dept Psychol, South Bond Bldg,105 Bond St, Toronto, ON M5B 2K3, Canada

[2] Univ South Carolina, Linguist Program, Columbia, SC 29208 USA

来源：

JOURNAL OF LANGUAGE AND SEXUALITY | 2022年 / 11卷 / 02期

关键词：

pronouns; student-centered pedagogy; transgender and nonbinary students; higher education; TRANSGENDER; EXPERIENCES;

D O I：

10.1075/jls.20022.cro

中图分类号：

G2 [信息与知识传播];

学科分类号：

05 ; 0503 ;

摘要：

Pronouns are a crucial linguistic resource for transgender and nonbinary people, and educators are in a unique position to support trans and nonbinary students by implementing affirming pronoun practices for their classrooms. This paper outlines concrete strategies for creating a trans-affirming pedagogy in the context of higher education. The strategies discussed detail modelling pronoun introductions, collecting pronoun information, navigating pronoun misuse, and considerations related to curricula and classroom contexts. Pronoun practices are an essential step towards making the classroom an affirming place for transgender and nonbinary students to thrive.

引用

页码：264 / 277

页数：14

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