Queer Theory and Trans Tensions: Critiquing Historical Approaches to Trans Inclusion in Science Education Research

• In Event: New Normatives in K–12

Abstract

Despite calls to advance gender- and LGBTQ-inclusivity, the field of science education has been slow to adapt to the needs of a student population that is increasingly identifying as trans, including, but not limited to, transgender, nonbinary, and gender non-conforming identities. This critique explored the historical treatment of trans perspectives within the science education literature, focusing on representation and inclusion as well as limitations arising from the near ubiquitous use of queer theory and analysis. We conclude that employing trans theories and centering trans epistemologies in future research can yield valuable perspectives on, and solutions for, the specific barriers that trans students face within school science contexts.

Authors

• Kieren Rende Mendoza, University of Nebraska - Omaha
  Presenting Author

• Gary William Wright, III, University of Missouri
  Presenting Author