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ERIC Number: EJ1029571
Record Type: Journal
Publication Date: 2014
Pages: 20
Abstractor: As Provided
Reference Count: 31
ISBN: N/A
ISSN: ISSN-1936-1653
Celluloid Marginalization: Pedagogical Strategies for Increasing Students' Critical Thought through the Multiple (Re)Readings of Trans* Subjectivities in Film
Nicolazzo, Z.
Journal of LGBT Youth, v11 n1 p20-39 2014
Critically analyzing films allows for the interrogation of how such binaries as normal/abnormal, good/bad, and moral/immoral are culturally (re)inscribed, who sets the boundaries of what is deemed socially legible, and who gets to decide where these boundaries are set. This article utilizes critical discourse analysis to explore the transgender look as it relates to films with negative, conflicted, and positive readings of trans* characters. The study concludes by considering opportunities for increasing student critical analysis and thought in curricular settings and how, through critical pedagogical practices, educators can use critical pedagogy to promote equity for all marginalized populations.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A