Consequences and Considerations of "Free Speech" in Higher Education: Validating Trans and Nonbinary Identities in the Classroom Setting

In several recent legal cases, college and university professors have argued that refusing to honor transgender students' chosen names and/or pronouns is protected by the "right to free speech." This raises several interesting questions. First, does an educator have an obligation to r...

Ausführliche Beschreibung

Gespeichert in:
Bibliographische Detailangaben
Veröffentlicht in:Journal of criminal justice education Jg. 36; H. 1; S. 46 - 61
Hauptverfasser: Moore, Bryan C., Osborn, Max, DeJong, Christina
Format: Journal Article
Sprache:Englisch
Veröffentlicht: Highland Heights Routledge 02.01.2025
Taylor & Francis Ltd
Schlagworte:
Best interests
Best practice
classroom management
Classrooms
College faculty
College students
Education
free speech
Freedom of speech
Higher education
Identity
Inclusive education
Learning environment
LGBTQ linguistics
LGBTQ people
Litigation
Non-binary gender
Obligations
pedagogy
Pronouns
Teachers
teaching
Transgender persons
ISSN:1051-1253, 1745-9117
Online-Zugang:Volltext
Tags: Tag hinzufügen
Keine Tags, Fügen Sie den ersten Tag hinzu!
Beschreibung
Zusammenfassung:In several recent legal cases, college and university professors have argued that refusing to honor transgender students' chosen names and/or pronouns is protected by the "right to free speech." This raises several interesting questions. First, does an educator have an obligation to respect an individual's chosen pronouns or name? Second, even if there is no such legal obligation, why is it in the best interest for the educator to honor the chosen pronouns and name of a student? Third, how can educators be more aware of trans issues in the classroom and proactively introduce ways to respect trans identities? Our article concludes with a discussion of best practices to facilitate an inclusive learning environment that promotes learning and mutual respect.
Bibliographie:ObjectType-Article-1
SourceType-Scholarly Journals-1
ObjectType-Feature-2
content type line 14
ISSN:1051-1253
1745-9117
DOI:10.1080/10511253.2024.2378453