Towards a trans-pedagogy: educational reflections to inconvenience, heal and build community

Abstract

In this article, I propose a trans-pedagogy inspired by queer theory and the struggles, knowledge and experiences of transgender women and men who have been excluded from the education system in the city of Bogotá, Colombia. Through the recognition of the trans experience as a perspective of knowledge that questions schools, the author raises a number of questions about modern pedagogy and its binary, heterosexist and colonial standardization technologies. This trans-pedagogy constitutes a set of knowledge that invites us to examine our epistemological certainties, enhance the multiplicity of our bodies, establish disturbing dialogues through differences and generate a political ethics of love capable of creating connection and recognition. This article is dedicated to imagining what this type of education would look like from a transvestite, popular and transformative perspective.