Imagining a Trans* Epistemology: What Liberation Thinks Like in Postsecondary Education

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48 Scopus citations


Postsecondary institutions of education, similar to the broader society in which they are embedded, are steeped in and further trans* oppression. In addition, the knowledge produced at these institutions is inflected with trans* oppression, and continues to reify the notion that trans* lives and experiences are abject, abnormal, unintelligible, and otherwise impossible. In this article, I build from the work of Patton, Brayboy, Delgado Bernal, and Spade to propose a trans* epistemology. In doing so, I discuss how this new epistemological stance helps educators unlearn the gender binary illogic in which they collude, thereby (re)shaping education as liberatory.

Original languageEnglish (US)
Pages (from-to)511-536
Number of pages26
JournalUrban Education
Issue number3
StatePublished - Mar 2021
Externally publishedYes


  • epistemology
  • gender
  • postsecondary education
  • trans*
  • transgender

ASJC Scopus subject areas

  • Education
  • Urban Studies


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