TY - JOUR AU - Arun-Pina, Chan PY - 2021/11/22 Y2 - 2024/03/28 TI - Micro-liminal Spaces of (Mis)Gendering: The Critical Potential of Trans-Pedagogy in Post-Secondary Institutions JF - ACME: An International Journal for Critical Geographies JA - ACME VL - 20 IS - 5 SE - SI - Controversy in Anti-oppression Pedagogies (Guest Ed. Nicole Laliberte) DO - UR - https://acme-journal.org/index.php/acme/article/view/1901 SP - 509-530 AB - <p>In fast-paced and continuously demanding neoliberalizing academic environments, this article proposes ‘pedagogical pause’ as an important trans-pedagogical tool to disrupt cis-heteronormativity in/of post-secondary institutions. This article discusses three micro-spaces of learning outside of classrooms (communication on listservs, work on picket lines, and navigation of hallways) to argue that as virtual, temporal-political, and multi-functional spaces, respectively, these micro-spaces of learning are critical liminal spaces that hold the unexplored potential for trans-pedagogy and yet, are constant sites of misgendering. In addressing such micro-liminal spaces of learning (and misgendering), a trans perspective can challenge both the spatial limits of pedagogy and the pedagogic capacities of universities. The article deploys a critical trans-disciplinary approach to reflect on un/heard and in/visible dimensions of everyday trans discrimination and trans expression in post-secondary institutes.</p><p><strong>&nbsp;</strong></p> ER -