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A Conversation with Dr. Z Nicolazzo

From the field of studies in higher education come deep insights into pedagogical theory and practice. In the second of a series on trans*pedagogies, and on the recommendation of Dr. T.J. Jourian, I invited Dr. Z. Nicolazzo to talk about teaching and activism.

In Part 1 we discuss the components of “a critical collaborative pedagogy”: “Each time I teach a course, I introduce our classroom as a community in which we all-students and myself—both have responsibilities for our shared learning” (“Teaching Philosophy Statement: Arriving at a Critical Collaborative Pedagogy”). How do we (both trans* and non-trans* educators) do critical pedagogy and how do we practice pedagogy intersectionally? What does it mean for our classrooms and curriculum to pay attention to and learn from trans*pedagogies?

In Part 2 Nicolazzo asks us, “How do we think about the most vulnerable students on our campuses,” especially those who are multiply marginized? How do we work toward “a practice of freedom” (hooks)? Nicolazzo shows us a broader vision of trans*studies and pedagogies in higher education, and how attention to these intersections of oppression and freedom benefit all students and faculty. “What are we willing to risk in the name of justice?” And how can we collaborate in our classrooms and beyond in a “critical hope”?

about our guest/s

Nicolazzo is assistant professor of Trans*Studies in Education in the Center for the Study of Higher Education, University of Arizona, and the author of Trans*in college (Stylus, 2017), and numerous articles.



Twitter: @trans_killjoy

Trans* Studies in Higher Education Syllabus:

Books and articles:

Brookfield, S.D. (2012). Becoming a critically reflective teacher. San Francisco, CA: Jossey-Bass.

Catalano, D. C. & Griffin, P. (2016). Sexism, heterosexism, and trans* oppression curriculum design. In M. Adams, L. A. Bell, D. Goodman, & K. Joshi (Eds.), Teaching for diversity and social justice (3rd edition, pp. 183-211). New York: Routledge.

Catalano, C., & Shlasko, D. (2013). Transgender oppression. In M. Adams, W. J. Blumenfeld, R. Castañeda, H. W. Hackman, M. L. Peters, & X. Zúñiga, (Eds.), Readings for diversity and social justice (3rd ed., pp. 425-459). New York, NY: Routledge.

Garvey, J. C., Chang, S. H., Nicolazzo, Z, & Jackson, R. (Eds.). (2018). Trans* policies and experiences in housing and residence life. Sterling, VA: Stylus.

Hall, D.E. & A. Jagose (Eds.). (2012). The Routledge queer studies reader. New York, NY: Routledge.

hooks, b. (1994). Teaching to transgress: Education as the practice of freedom. New York, NY: Routlege.

Nicolazzo, Z. (Ed.). (2018). What’s transgressive about trans* studies in education now? Routledge Special Issues as Books. Oxfordshire, UK: Routledge.

Nicolazzo, Z. (2017). Trans* in college: Transgender students’ strategies for navigating campus life and the institutional politics of inclusion. Sterling, VA: Stylus.
Recipient of the 2017 Publication of the Year Award from the American Educational Research Association’s Division J (Postsecondary Education)

Nicolazzo, Z, Susan B. Marine, & Francisco J. Galarte (Eds. and Introduction). (2015). Trans*formational Pedagogies: A special issue of T*SQ (Transgender Studies Quarterly. Vol 2, No. 3 (August).

Stryker, S. & S. Whittle (Eds.). (2006). The transgender studies reader 1. New York: Routledge.

Stryker, S. & A. Aizura (Eds.). (2013). The transgender studies reader 2. New York: Routledge.

Read to Respond: Trans Rights: