Thursday, April 1, 2021, 4:00 – 5:15pm
Dialogue for Change - Session #3 – “Supporting Non-Binary Students while Teaching a Grammatically Binary Language”
Guest participants: Constance Bourguignon, Harvard Alum and Kris Knisley, University of Arizona
We invite you to attend the third session of our discussion series
“Dialogue for Change ”
Thursday, April 1st from 4-5:15pm
TOPIC: Supporting non-binary students while teaching a grammatically binary language
The session will begin with an interview with Constance Bourgignon, a Harvard College Class of 2020 graduate from Montreal, QC, Canada with a joint concentration in Romance Language & Literatures (French) and Women, Gender & Sexuality Studies. Their undergraduate thesis, titled “No Way to Speak of Myself: Lived and Literary Resistance to Gender in French,” took an interdisciplinary approach to figuring out whether we can create a utilizable version of French that holds equal space for people of all genders and if so, how. Constance is now pursuing a master’s in education at Oxford and their current research focuses on how social justice is incorporated into the training of language teachers in Quebec. Rachel Sadoff (they/them/theirs), a current undergraduate at Harvard studying History & Literature and Global Health & Health Policy with a citation in Italian from the Department of Romance Languages and Literatures, will lead the interview with Constance, to learn more about Constance’s understanding of “languagender” as well as solicit recommendations from Constance for how to best foster gender-inclusive learning environments in the language, culture, and literature classrooms.
In the second part of the session, Kris Aric Knisely (Ph.D., Emory University), an Assistant Professor of French and Intercultural Competence as well as affiliated faculty in both Second Language Acquisition and Teaching (SLAT) and the Trans Studies Research Cluster (TSRC) at the University of Arizona, will present several concrete, pedagogical choices that can help educators and students to work together to reimagine their courses as sites for expansive linguistic and cultural possibilities. From syllabus language, to first-day introductions, and continuing on through myriad moments where gender is or can be made relevant to the processes of teaching, learning, and using language, practical examples will help us come to understand how and why trans-affirming and gender-just pedagogies are about far more than partners and pronouns. Knisely's research broadly considers gender and sexuality in language teaching and learning and, in its most specific form, focuses on the linguistic and cultural practices of trans and non-binary speakers of French, particularly as they can inform the articulation of trans-affirming L2 pedagogies.
Zoom link for the Discussion Series:
Access code : 163171
Sponsored by the RLL Language Program and the Harvard Language Center
Contact Nicole Mills (firstname.lastname@example.org) for further information. Zoom link for the Discussion Series:
Access code : 163171