{"id":301,"date":"2020-06-18T16:11:19","date_gmt":"2020-06-18T20:11:19","guid":{"rendered":"https:\/\/carleton.ca\/transmedialab\/?p=301"},"modified":"2020-06-19T11:48:31","modified_gmt":"2020-06-19T15:48:31","slug":"cfp-trans-media-pedagogy","status":"publish","type":"post","link":"https:\/\/carleton.ca\/transmedialab\/2020\/cfp-trans-media-pedagogy\/","title":{"rendered":"CFP: Trans Media Pedagogy"},"content":{"rendered":"

CALL FOR PROPOSALS<\/b><\/p>\n

\u201cTrans Media Pedagogy\u201d\u00a0<\/b><\/p>\n

Journal of Cinema and Media Studies<\/i> Teaching Dossier<\/a> section<\/p>\n

Edited by Dr. Dan Vena<\/a> (Carleton University\/Queen\u2019s University) and Dr. Nael Bhanji<\/a> (Trent University)<\/p>\n

In Transgender Studies Quarterly<\/i>, Francisco J. Galarte (2014) suggests that transpedagodies should \u201coffer students the tools they need to participate in the political and economic power structures that shape the boundaries of gender categories, with the goal of changing those structures in ways that create greater freedom\u201d (146). Recognizing the liberatory potential of education, while at the same time being cautious of its function as a surveillance apparatus, Galarte\u2019s writing on pedagogy and subsequent co-edited issue with Z. Nicolazzo and Susan B. Marine offer an important opportunity to think through the intersections of gender socialization, Western education, and Eurocentric knowledge production.<\/p>\n

This teaching dossier focuses on how transpedagogies can specifically offer tools to engage with trans cultural production in media-based classrooms and beyond. We think critically of the politics of trans media production which, as recent scholarship illustrates, is indelibly shaped by debates about visibility and visuality, often over-centred through whiteness (Carter et al. 2014; Rosskam 2014; Steinbock 2019). The discursive \u2018trap\u2019 of hypervisibility and invisibility scholars describe is especially salient for trans producers of colour, who have pointed out the simultaneity of the co-option of racialized creative labour and erasure of racialized lives in media cultures (Tourmaline, Stanley, and Burton 2017). In the classroom, this tension can translate itself as an overuse of \u201caccessible\u201d trans media (whitewashed and appropriated) and the very real erasure of racialized trans lives and creativity.<\/p>\n

With these tensions in mind, it is imperative that we consider the pedagogical nuances of ethically addressing the myriad definitions and interpretations of trans media. First, what do we actually mean by \u2018trans media\u2019? Who are its assumed producers and intended audiences? What exactly are the qualities that mark audio-visual material as \u2018trans\u2019 enough for classroom inclusion? How is contemporary trans-of-colour activism and its discussion in the classroom complicated by media production and circulation? How can visual material unwittingly \u2018trans\u2019 genres independently of the producer\u2019s intentions? Finally, how do trans and gender non-conforming instructors navigate their identity in media-based classrooms?<\/p>\n

We are seeking contributions to a Teaching Dossier section on \u201cTrans Media Pedagogies\u201d for the Journal of Cinema and Media Studies <\/i>(formerly Cinema Journal<\/i>).<\/p>\n

Topics may include, but are not limited to:<\/p>\n