What trans-inclusive curriculum design offers title ix processes

Brenda Anderson Wadley, Z. Nicolazzo

Research output: Chapter in Book/Report/Conference proceedingChapter

2 Scopus citations


The overwhelming presence and press of institutional racism, trans and queer oppression, as well as homophobia foreclose possibilities for justice in compliance-based Title IX administration and adjudication. As a result, those who have any chance for justice-which is slight in that sexism still structures their realities-are white nontrans women who experience sexual violence by men. Understood through such critical paradigms, it becomes clear Title IX is less about justice-even as narrowly defined-and more about institutional projections of safety and responsibility. What is needed, and what leading scholars on sexual violence in higher education have called for, is power-conscious approaches to sexual violence prevention. In this chapter, we add to and extend these calls. In particular, we use the notion of trickle up education to ask what sort of Title IX processes could be imagined in ways that center those who are most vulnerable. Thus, this chapter invites readers to reorient how we can use trans-centered epistemologies and pedagogies to rethink how we come to understand those notions de jure in Title IX work: "victim, " "survivor, " "crime, " "responsibility, " "safety, " and "justice.

Original languageEnglish (US)
Title of host publicationTeaching and Learning for Social Justice and Equity in Higher Education
Subtitle of host publicationCo-Curricular Environments
PublisherSpringer International Publishing
Number of pages17
ISBN (Electronic)9783030811433
ISBN (Print)9783030811426
StatePublished - Oct 25 2021

ASJC Scopus subject areas

  • General Social Sciences
  • General Psychology


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