Pedagogical Panopticons: Exploring How Trans Collegians Navigate Identity Performance in Remote Classrooms

• In Event: Sheraton Roundtable Session Twelve
  In Roundtable Session: Varied Trans and Nonbinary Student Experiences: Gender Gaslighting, Construction, Affirmation, and Joy (Table 13)

Abstract

The period of emergency remote teaching forced by the COVID-19 pandemic changed the control students and faculty have over visibility, discipline, and identity performance by introducing new technologies of surveillance to the collegiate classroom. These realities disrupted traditional classroom power dynamics and exacerbated educational inequities for students. Even though trans college students have been disproportionately adversely impacted by the pandemic, their voices have largely been excluded from conversations addressing inequities in remote learning. Centering the remote learning experiences of 16 trans collegians, this manuscript situates remote classrooms as pedagogical panopticons where power relations and gendered oppression inform how trans students perform their identities. Findings inform the reformation of remote learning to afford trans students power in the collegiate classroom.

Author

• Justin Andrew Gutzwa, Michigan State University
  Presenting Author