TY - JOUR
T1 - ‘It’s a hard line to walk’
T2 - black non-binary trans* collegians’ perspectives on passing, realness, and trans*-normativity
AU - Nicolazzo, Z.
N1 - Publisher Copyright:
© 2016 Informa UK Limited, trading as Taylor & Francis Group.
PY - 2016/10/20
Y1 - 2016/10/20
N2 - Being labeled as ‘abnormal, or deviant, or not being one of the rest of us’ has real effects for one’s life chances. Trans* people are one such group who have continually been codified as abnormal, abject, weird, deceptive, and social pariahs. The purpose of the following study was to explore how the concepts of passing, realness, and trans*-normativity influence the experiences of two black non-binary trans* collegians. Using queer and intersectional theoretical approaches to analysis, findings from this study highlight the various ways black non-binary trans* collegians view these concepts as both limiting and emancipatory.
AB - Being labeled as ‘abnormal, or deviant, or not being one of the rest of us’ has real effects for one’s life chances. Trans* people are one such group who have continually been codified as abnormal, abject, weird, deceptive, and social pariahs. The purpose of the following study was to explore how the concepts of passing, realness, and trans*-normativity influence the experiences of two black non-binary trans* collegians. Using queer and intersectional theoretical approaches to analysis, findings from this study highlight the various ways black non-binary trans* collegians view these concepts as both limiting and emancipatory.
KW - Passing
KW - disability
KW - race
KW - realness
KW - trans-normativity
UR - http://www.scopus.com/inward/record.url?scp=84976400502&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=84976400502&partnerID=8YFLogxK
U2 - 10.1080/09518398.2016.1201612
DO - 10.1080/09518398.2016.1201612
M3 - Article
AN - SCOPUS:84976400502
SN - 0951-8398
VL - 29
SP - 1173
EP - 1188
JO - International Journal of Qualitative Studies in Education
JF - International Journal of Qualitative Studies in Education
IS - 9
ER -