Hugh Keenan
Datos Biográficos
| ID | 190873 |
|---|---|
| NOMBRE | Hugh Keenan |
| NOMBRES | Hugh |
| APELLIDO | Keenan |
| FIRMA | KEENAN H |
| AFILIACIONES | University of British Columbia |
| ORCID | 0000-0002-1355-3451 |
| VERIFICADO | Sí |
| TOTAL DE OBRAS | 13 |
| TOTAL DE CITAS | 53 |
| TOTAL COMO AUTOR | 13 |
| TOTAL COMO EDITOR | 0 |
| PRIMER AÑO DE PUBLICACIÓN | 1984 |
| AÑO MÁS RECIENTE DE PUBLICACIÓN | 2026 |
| ÍNDICE H | 4 |
Togetherland
Everything they think they know, they should forget
This article explores how trans school employees redeploy, trouble, challenge, and refuse prevalent discourses about transness and education. Drawing from interviews with 100 school workers in Canada and the United States, we employ Coleman’s (2023) concept of ‘narrative repair’ to consider participants’ responses to an interview question asking what they would like the public to know about their workplace experiences. We show that workers in our…
Union Membership, Retention, and Perceived Safety for PK-12 Trans School Workers of Color
In this study, we use data from a sample of 296 trans PK-12 school workers in the United States and Canada to consider the impact of union membership on an educator population who may be disproportionately harmed by systemic inequalities. Using intersectionality and trans studies as frameworks with a QuantCrit analytical lens, we examined union membership for trans workers of Color across race/ethnicity, country, gender, and years of experience. …
“Establishing Policy Is Just Step One of Twenty”
Background/Context: While trans adults in the U.S. and Canada report higher levels of discrimination and harassment than cisgender adults, but the existing literature lacks comprehensive descriptions of trans school workers’ believes about what would improve working conditions, satisfaction, and safety. Purpose: We interrogate systemic forces shaping PK-12 trans educators’ workplace experiences through two research questions: (1) What educational…
Learning without subjects
Historically, state-regulated compulsory schooling has been a staging ground for the subjection of learners into categories of differential worth: race, gender, intellectual ability, class, and beyond. Yet, what might it look like to consider learning without subjection and subjugation? Here, Keenan draws from trans studies to consider how trans pedagogies contribute to the project of envisioning education beyond subjection. Presenting data from …
Differences in Trans Employees’ and Students’ School Experiences
Little is known about the professional experiences of trans school workers. This brief describes the demographic characteristics of a non-random sample of 296 trans PK–12 school workers (i.e., teachers, administrators, staff) in the United States and Canada and reports their workplace experiences and the structural and social supports for trans employees compared to trans students. The analysis suggests that although most respondents are satisfie…
Methodology as Pedagogy
Over the past decade, public awareness of transgender people has rapidly increased. Yet people who do not conform to the expectations of their assigned gender often face social prejudice and structural marginalization. Within this context, an increasing number of education researchers have shown interest in taking up questions related to transgender communities. Although there is great potential for education researchers to play a useful role in …
The Mission Project
In this article, Harper B. Keenan investigates the treatment of violence in elementary history education through a case study of a fourth-grade unit on the colonial history of California featuring “the mission project,” a long-standing tradition in California’s elementary schools that has students construct a miniature model of a Spanish colonial mission. Grounded in broader social and historical contexts, the study explores how the use of model …
Drag pedagogy
In recent years, a programme for young children called Drag Queen Story Hour (DQSH) has risen to simultaneous popularity and controversy. This article, written collaboratively by an education scholar and a drag queen involved in organizing DQSH, contextualizes the programme within the landscape of gender in education as well as within the world of drag, and argues that Drag Queen Story Hour provides a generative extension of queer pedagogy into t…
Visiting Chutchui
Children in the United States live in a land of many nations, with nearly 600 federally recognized Native American and Alaska Native sovereign tribal nations and hundreds more not recognized by the federal government. Although children often study U.S. colonial history in elementary school, many non-Indigenous children may grow up unaware of differences in how these coexisting nations understand colonial history. This study, presenting qualitativ…
Can policies help schools affirm gender diversity? A policy archaeology of transgender-inclusive policies in California schools
Since 2010, California passed three laws that address the safety and inclusion of transgender students. Seth’s Law (SB 48), the Fair, Accurate, Inclusive, and Respectful (FAIR) Education Act (AB 9) and The School Success and Opportunity Act (AB 1266). The policies of 10 large urban districts in and around the San Francisco Bay Area were analyzed using policy archaeology methodology (PAM) to critically evaluate the possibilities and limits of tran…
Unscripting Curriculum
In this essay, Harper B. Keenan draws on his own experience as a white queer and trans educator to consider the meaning of a critical trans pedagogy. Amid dissonant narratives of equal rights and subjection, he explores how his classroom teaching is shaped by his own experience of gender conditioning as well as by the contemporary political climate surrounding trans identity. Keenan argues that a critical trans pedagogy requires unscripting and m…
Linguistics
Drag pedagogy
In recent years, a programme for young children called Drag Queen Story Hour (DQSH) has risen to simultaneous popularity and controversy. This article, written collaboratively by an education scholar and a drag queen involved in organizing DQSH, contextualizes the programme within the landscape of gender in education as well as within the world of drag, and argues that Drag Queen Story Hour provides a generative extension of queer pedagogy into t…
Can policies help schools affirm gender diversity? A policy archaeology of transgender-inclusive policies in California schools
Since 2010, California passed three laws that address the safety and inclusion of transgender students. Seth’s Law (SB 48), the Fair, Accurate, Inclusive, and Respectful (FAIR) Education Act (AB 9) and The School Success and Opportunity Act (AB 1266). The policies of 10 large urban districts in and around the San Francisco Bay Area were analyzed using policy archaeology methodology (PAM) to critically evaluate the possibilities and limits of tran…
Methodology as Pedagogy
Over the past decade, public awareness of transgender people has rapidly increased. Yet people who do not conform to the expectations of their assigned gender often face social prejudice and structural marginalization. Within this context, an increasing number of education researchers have shown interest in taking up questions related to transgender communities. Although there is great potential for education researchers to play a useful role in …
Differences in Trans Employees’ and Students’ School Experiences
Little is known about the professional experiences of trans school workers. This brief describes the demographic characteristics of a non-random sample of 296 trans PK–12 school workers (i.e., teachers, administrators, staff) in the United States and Canada and reports their workplace experiences and the structural and social supports for trans employees compared to trans students. The analysis suggests that although most respondents are satisfie…
Visiting Chutchui
Children in the United States live in a land of many nations, with nearly 600 federally recognized Native American and Alaska Native sovereign tribal nations and hundreds more not recognized by the federal government. Although children often study U.S. colonial history in elementary school, many non-Indigenous children may grow up unaware of differences in how these coexisting nations understand colonial history. This study, presenting qualitativ…
Learning without subjects
Historically, state-regulated compulsory schooling has been a staging ground for the subjection of learners into categories of differential worth: race, gender, intellectual ability, class, and beyond. Yet, what might it look like to consider learning without subjection and subjugation? Here, Keenan draws from trans studies to consider how trans pedagogies contribute to the project of envisioning education beyond subjection. Presenting data from …
Everything they think they know, they should forget
This article explores how trans school employees redeploy, trouble, challenge, and refuse prevalent discourses about transness and education. Drawing from interviews with 100 school workers in Canada and the United States, we employ Coleman’s (2023) concept of ‘narrative repair’ to consider participants’ responses to an interview question asking what they would like the public to know about their workplace experiences. We show that workers in our…
Linguistics
Unscripting Curriculum
In this essay, Harper B. Keenan draws on his own experience as a white queer and trans educator to consider the meaning of a critical trans pedagogy. Amid dissonant narratives of equal rights and subjection, he explores how his classroom teaching is shaped by his own experience of gender conditioning as well as by the contemporary political climate surrounding trans identity. Keenan argues that a critical trans pedagogy requires unscripting and m…
Can policies help schools affirm gender diversity? A policy archaeology of transgender-inclusive policies in California schools
Since 2010, California passed three laws that address the safety and inclusion of transgender students. Seth’s Law (SB 48), the Fair, Accurate, Inclusive, and Respectful (FAIR) Education Act (AB 9) and The School Success and Opportunity Act (AB 1266). The policies of 10 large urban districts in and around the San Francisco Bay Area were analyzed using policy archaeology methodology (PAM) to critically evaluate the possibilities and limits of tran…
Visiting Chutchui
Children in the United States live in a land of many nations, with nearly 600 federally recognized Native American and Alaska Native sovereign tribal nations and hundreds more not recognized by the federal government. Although children often study U.S. colonial history in elementary school, many non-Indigenous children may grow up unaware of differences in how these coexisting nations understand colonial history. This study, presenting qualitativ…
Drag pedagogy
In recent years, a programme for young children called Drag Queen Story Hour (DQSH) has risen to simultaneous popularity and controversy. This article, written collaboratively by an education scholar and a drag queen involved in organizing DQSH, contextualizes the programme within the landscape of gender in education as well as within the world of drag, and argues that Drag Queen Story Hour provides a generative extension of queer pedagogy into t…
The Mission Project
In this article, Harper B. Keenan investigates the treatment of violence in elementary history education through a case study of a fourth-grade unit on the colonial history of California featuring “the mission project,” a long-standing tradition in California’s elementary schools that has students construct a miniature model of a Spanish colonial mission. Grounded in broader social and historical contexts, the study explores how the use of model …
Differences in Trans Employees’ and Students’ School Experiences
Little is known about the professional experiences of trans school workers. This brief describes the demographic characteristics of a non-random sample of 296 trans PK–12 school workers (i.e., teachers, administrators, staff) in the United States and Canada and reports their workplace experiences and the structural and social supports for trans employees compared to trans students. The analysis suggests that although most respondents are satisfie…
Methodology as Pedagogy
Over the past decade, public awareness of transgender people has rapidly increased. Yet people who do not conform to the expectations of their assigned gender often face social prejudice and structural marginalization. Within this context, an increasing number of education researchers have shown interest in taking up questions related to transgender communities. Although there is great potential for education researchers to play a useful role in …
Union Membership, Retention, and Perceived Safety for PK-12 Trans School Workers of Color
In this study, we use data from a sample of 296 trans PK-12 school workers in the United States and Canada to consider the impact of union membership on an educator population who may be disproportionately harmed by systemic inequalities. Using intersectionality and trans studies as frameworks with a QuantCrit analytical lens, we examined union membership for trans workers of Color across race/ethnicity, country, gender, and years of experience. …
“Establishing Policy Is Just Step One of Twenty”
Background/Context: While trans adults in the U.S. and Canada report higher levels of discrimination and harassment than cisgender adults, but the existing literature lacks comprehensive descriptions of trans school workers’ believes about what would improve working conditions, satisfaction, and safety. Purpose: We interrogate systemic forces shaping PK-12 trans educators’ workplace experiences through two research questions: (1) What educational…
Learning without subjects
Historically, state-regulated compulsory schooling has been a staging ground for the subjection of learners into categories of differential worth: race, gender, intellectual ability, class, and beyond. Yet, what might it look like to consider learning without subjection and subjugation? Here, Keenan draws from trans studies to consider how trans pedagogies contribute to the project of envisioning education beyond subjection. Presenting data from …
Everything they think they know, they should forget
This article explores how trans school employees redeploy, trouble, challenge, and refuse prevalent discourses about transness and education. Drawing from interviews with 100 school workers in Canada and the United States, we employ Coleman’s (2023) concept of ‘narrative repair’ to consider participants’ responses to an interview question asking what they would like the public to know about their workplace experiences. We show that workers in our…
Togetherland
Pedagogy (8 obras) · Sociology (8 obras) · Gender Studies (7 obras) · Psychology (7 obras) · LGBTQ Health, Identity, and Policy (6 obras) · Political science (5 obras) · Social Psychology (5 obras) · Gender Studies (4 obras) · Aesthetics (3 obras) · Archaeology (3 obras)