Trans epistemologies in action: the power and possibilities of more expansive linguacultural worlds

 

Abstract: Language –a social and relational act– is one of few, if not the mechanism through which we make ourselves known. As we language, we prefigure new possibilities for the collective imaginary, for the worlds in which we live and those we wish to bring into being. That these worlds are so frequently manifested within rigid gender binaries illustrates the power and pervasiveness of cislingualism (i.e., the valuing of cisnormative cultures of language and the ideologies that inflect them). In this session, we will engage distinctly trans approaches to language and linguistics (e.g., trans translanguaging, direct and indirect nonbinary languaging) to explore the role of trans epistemologies in gender justice (e.g., language-as-social-verb, learning-as-participation, prefigurative politics, (in)effability, agency, undoing competence). In keeping, we will consider the limits of inclusionary approaches, the possibilities for coalition- and community-based capacity building, and the power of gender-just education. Open access resources will be provided.

Please consult the publications page to download and request copies of my written work for your personal, private use.

Please consult the resources for educators page and the partners & colleagues page for numerous other resources, including but not limited to recommended publications, authors, and organizations as well as infographics such as the below. OERs for Arabic, Catalan, Chinese (Mandarin), French (additional materials introductory through advanced levels), German, Italian, Japanese, Korean, Portuguese, Russian, Spanish, and Yiddish will be added to the available resources soon (estimated Fall 2025). Please subscribe to the mailing list if you would like to be notified when these resources are available.

A 10 minute summary of Knisely, K. (2022). Gender-just language teaching and linguistic competence development. Foreign Language Annals. 55(3), 644-667. https://doi.org/10.1111/flan.12641

For additional materials, visit: