Acceso usuarios
Ashley R. Moore, James Coda, Julia D Spiegelman, Melisa Cahnmann-Taylor
Correction:
The original article was published online with a few errors in the excerpts and in their cross references, which have now been corrected and republished online. The production team apologizes for the error and inconvenience caused.
Cisgender and heterosexual norms permeate every level of language classrooms, from textbooks to classroom discourse to teachers’ actions, constraining queer/trans learners’ ability to be themselves. Yet queer/trans and non-queer/trans learners alike may challenge cisheteronormativity within the language classroom and create new possibilities. We investigate the possibilities of queer/trans learners’ agency within these normative structures by bringing together three cases from larger separate projects, examining the context and actions of learners in each setting as they attempt to queer their classrooms to make them habitable. Drawing from Ahmed’s queer phenomenology, we analyze the devices that orient students to classroom cisheteronormativity, actions that students and their accomplices may take to breach these norms, and the reactions to and potential of such breaches within the L2 classroom context. We find that orienting devices, including curricular representation, language use, and grading practices, convey implicit and explicit messaging that can limit expressions of gender and sexuality. Yet queer breaches, when not subject to straightening, can lead to new classroom possibilities for expression, playfulness, and identity validation. We conclude by considering the implications of this analysis for practice.
