ABSTRACT
In this final chapter, I reflect on the implications of the media-generated insights into trans visibility, the role of multi-mediated spaces for fostering more gender-expansive understandings in schools, and the overall significance of my own empirical work with respect to its trans-informed pedagogical and educational import. I expand upon trans as pedagogy to develop a critical understanding of trans beyond the mere visibility of trans in neoliberal frameworks of education that reduce trans to a niche market and thus fail to disrupt cisnormativity. I follow how others argue for trans inclusion that is intersectional, cross-sectional, and integrative across curricula as an always already ontological underpinning of pedagogical practice. To move beyond the introductory level of trans, Malatino seeks trans to be transfused and led by engaged and informed trans scholars to force a “disruption of hegemonic certitudes about corporal stability, sex determination, gender dimorphism, and naturalized linkages” (p. 408). I also take up a particular trans pedagogy of refusal that expands on on how refusal encapsulates a pedagogical disposition to disrupt cisnormative and colonialist structures. By embracing trans as pedagogy, this chapter hopes to inform teacher education and education research beyond the visibility and tokenistic stages of trans inclusion to pursue actively an interrogation of cisgenderism and cisnormativity. The space of the washroom, and the gender-neutral washroom as well, become sites of contention to spur the debate of gendered subjectivity towards gender complexity, to garner a commitment at the institutional level towards gender-expansive education that positions trans recognition and livability as always already ontologically present in educational spaces, discourses, and practices.
