Pronoun practices in the higher education classroom
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.
Article outline
- 1.Introduction
- 2.Pronouns and pedagogy
- 3.Collecting information about pronouns
- 3.1Written surveys
- 3.2Introduction circles
- 3.3Verbal attendance
- 3.4Video calls and the online classroom
- 4.Classroom contexts and considerations
- 4.1Class size and length
- 4.2Subject matter
- 4.3Student and educator characteristics
- 4.4Institution-level
- 5.Responding to and navigating pronoun corrections
- 5.1Scenario one: You (the instructor) use an incorrect pronoun for a student, and you realize in the moment. (Note: The student
has disclosed or uses their pronouns publicly.)
- 5.2Scenario two: You use an incorrect pronoun and realize later
- 5.3Scenario three: Your students use the wrong pronoun for each other
- 6.Taking action
- 7.Conclusion
- Acknowledgements
- Notes
-
References
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Cited by (1)
Cited by one other publication
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