Is Transracial the Same as Transgender? The Utility and Limitations of Identity Analogies in Multicultural Education

Bibliographic Data

ID12764355
AuthorsVu T Tran (The Ohio State University, corresponding author), Marc P Johnston‐guerrero (0000-0001-9551-5186, The Ohio State University), Marc P Johnston-Guerrero
Year2016
Volume18
Issue3
Pages134-139
Publication date2016-07-02
Peer ReviewedYes
Open AccessNo
TypeARTICLE
VenueMulticultural Perspectives (JOURNAL)
Journal identifiersISSN: 1532-7892 • E-ISSN: 1521-0960
PublisherTaylor & Francis (PUBLISHER • GB)
DOI10.1080/15210960.2016.1186548
OpenAlexW2514485617
LanguageEN
Citations received2
References cited14

In June 2015, Melissa Harris-Perry infamously analogized the possibility of trans-Black identity to the reality of transgender identity. Such analogies happen often and are used mostly for the benefit of learning about a less familiar form of identity. Building from a recent article by Suthakaranm, Filsinger, and White (2013 Suthakaran, V., Filsinger, K., & White, B. (2013). Using analogies as an experiential learning technique in multicultural education. Multicultural Perspectives, 15(2), 92–97.[Taylor & Francis Online] , [Google Scholar]) that presented a compelling argument for the use of analogies as an experiential learning tool in multicultural education, we advance the conversation by distinguishing a particular form of analogies: identity analogies. We explore the benefits and challenges of utilizing identity analogies as a tool for multicultural educators within U.S. higher education

Aesthetics · Argument (complex analysis · Art · Conversation · Experiential learning · Identity (music · Multicultural education · Multiculturalism · Pedagogy · Sociology · Transgender · Adult and Continuing Education Topics · Communication · Diverse Educational Innovations Studies · Gender Studies · Jewish Identity and Society · Psychology

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