4.3 References for Gender-Just Pedagogies
Kris Knisely
References
Anya, U. (2022). The unbearable Whiteness of communicative competence research: A commentary on “Undoing competence: Coloniality, homogeneity, and the overrepresentation of Whiteness in Applied Linguistics.” Language Learning, 73(S2), 296-299. https://doi.org/10.1111/lang.12538
Baros, J. N. (2021). Linguistically invisible: The experiences of transgender students in Spanish language courses. Journal of Homosexuality, 69(13), 2326-2347. http://doi.org/10.1080/00918369.2021.1938465
Coda, J., & Moore, A.R. (Chairs). (2023, March 19). The politics and practice of allyship in queer applied linguistics and language education. [Colloquium]. American Association for Applied Linguistics Conference, Portland, OR, United States. https://www.aaal.org/2023-coda-moore-colloquium
Conrod, K. (2019, April 1). Language, gender, and harm. Medium. https://kconrod.medium.com/title-language-gender-and-harm-e2491de4cf42
Diaz, A. R., Mejía, G., & Villamizar, A. G. (2022). Gender neutral and non-binary language practices in the Spanish language classroom: Tensions between disciplinary and societal changes. L2 Journal, 14(3). https://doi.org/10.5070/l214356302
Flores, N., & Rosa, J. (2022). Undoing competence: Coloniality, homogeneity, and the overrepresentation of Whiteness in applied linguistics. Language Learning, 73(S2), 268–295. https://doi.org/10.1111/lang.12528
Gallagher, M. O., Pfleger, S., Djavadghazaryans, A., Abel, B., & Stewart, F. (2024). Gender plurality in the German-language classroom: Constructing linguistic and cultural identities beyond binaries. In K. A. Knisely & E. L. Russell (Eds.), Redoing linguistic worlds: Unmaking gender binaries, remaking gender pluralities (pp. 67-88). Multilingual Matters.
Gramling, D., & Dutta, A. (2016). Introduction. TSQ: Transgender Studies Quarterly, 3(3-4), 333-356. https://doi.org/10.1215/23289252-3545083
Knisely, K. A. (2020). Le français non-binaire: linguistic forms used by non-binary speakers of French. Foreign Language Annals, 53(4), 850-876. https://doi.org/10.1111/flan.12500
Knisely, K. A. (2021). L/G/B and T: Queer excisions, entailments, and intersections. In J. M. Paiz & J. Coda (Eds.), Intersectional Perspectives on LGBTQ+ Issues in Modern Language Teaching and Learning (pp. 153-182). Palgrave.
Knisely, K. A. (2022a). Gender-justice and the development of intersectional thinking: Evidence from an intermediate French course. CFC Intersections, 1(1), 147-160. https://doi.org/10.3828/cfci.2022.11.
Knisely, K. A. (2022b). The Gender-Just Language Education Project: Benefits, challenges, and strategies for engaging with trans knowledges. [University of Arizona, Center for Educational Resources in Culture, Language, and Literacy (CERCLL)]. Retrieved from https://www.krisknisely.com/plan-for-justice
Knisely, K. A. (2022d). Gender-just language teaching and linguistic competence development. Foreign Language Annals, 55 (2), 644-667. https://doi.org/10.1111/flan.12641
Knisely, K. A. (2022e). A starter kit for rethinking trans representation and inclusion in French L2 classrooms. In E.N. Meyer & E. Hoft-March (Eds.), Teaching diversity and inclusion: Examples from a French-speaking classroom (pp. 22-33). Routledge.
Knisely, K. A. (2022f). Teaching trans knowledges: Situating expansive possibilities in an intermediate French course. In S. Bouamer & L. Bourdeau (Eds.), Diversity and decolonization in French studies: New approaches to teaching (pp. 165-180). Palgrave.
Knisely, K. A. (2023). Gender-justice beyond inclusion: How trans knowledges and linguistic practices can and should be re-shaping language education. The Modern Language Journal, 107(2), 607-623. https://doi.org/10.1111/modl.12871
Knisely, K. A. (2024a). Gender-just language pedagogies: Undoing misunderstandings of and resistance to trans knowledges in language education. In F. Henshaw & K. Potowski (Eds.), Honing our craft: World language teaching in the U.S. Klett.
Knisely, K. A. (2024b). Toward trans multilingualisms: Student attitudes toward and experiences with trans linguacultures in French. The International Journal of Bilingual Education and Bilingualism, 67(5), 643-655. https://doi.org/10.1080/13670050.2024.2306414
Knisely, K. (2025a). Doing language and gender in the classroom: Teaching toward justice. In Fäcke, C., Gao, A., and Garrett-Rucks, P. (Eds.) The handbook of intercultural and plurilingual language learning (pp. 483-494). Blackwell-Wiley. http://dx.doi.org/10.1002/9781394165957.ch34
Knisely, K. (2025b). Teaching toward gender justice: Considerations in materials design, selection, and use. In Russell, V., Murphy-Judy, K., Troyan, F. J., Moeller, A. J., & Hines-Gaither, K., (Eds). The handbook of research on world language instruction. (pp. 387-399). Routledge.
Knisely, K. A., & McGregor, J. (2020, January 26). Intercultural competence: An educator’s verb [Conference Workshop]. 2020 Intercultural Competence Conference. Tucson, AZ, United States. https://icc.arizona.edu/workshops/
Knisely, K. A., & Paiz, J. M. (2021) Bringing trans, non-binary, and queer understandings to bear in language education. Critical Multilingualism Studies, 9(1), 23-45. https://cms.arizona.edu/index.php/multilingual/article/view/237
Knisely, K. A., & Russell, E. L. (Eds.). (2024). Redoing linguistic worlds: Unmaking gender binaries, remaking gender pluralities. Multilingual Matters.
Kosnick, K., & Phipps, V. (2021, May 22). Inclusive language and the contested space between the proper and the improper: Re-envisioning pronouns and the articulation of queer experience[Conference Presentation]. Lavender Languages and Linguistics Conference, California Institute of Integral Studies, San Francisco, CA, United States.
https://properpronouns.com/
Kramsch, C. (2011). The symbolic dimensions of the intercultural. Language Teaching, 44(3), 354-367. https://doi.org/10.1017/s0261444810000431
López, Á. (2022b). Trans (de)letion: Audiovisual translations of gender identities for mainstream audiences. Journal of Language and Sexuality, 11(2), 217-239. LSA, (2021). Guidelines for avoiding misgendering in professional communications. https://www.linguisticsociety.org/content/guidelines-avoiding-misgendering-professional-communications
Namboodiripad, S., & Henner, J. (2022). Rejecting competence–essentialist constructs reproduce ableism and White supremacy in linguistic theory: A commentary on “Undoing competence: Coloniality, homogeneity, and the overrepresentation of whiteness in applied linguistics.” Language Learning, 73(S2), 321–324. https://doi.org/10.1111/lang.12534
Pennycook, A. (2010). Language as local practice. Routledge.
Preseau, L. D., Spino, L., & Tracksdorf, N. (2024). Gender inclusivity across the curriculum: An exploration of novice and advanced course content through student perspectives. In K. A. Knisely & E. L. Russell (Eds.), Redoing linguistic worlds: Unmaking gender binaries, remaking gender pluralities (pp. 89-113). Multilingual Matters.
Provitola, B. A. (2019). “Faut-il choisir ?”: Transgender access to the French language classroom. H-France Salon, 11(14), 1-12. Spiegelman, J. D. (2022). “You used ‘elle,’ so now you’re a girl”: Discursive possibilities for a non-binary teenager in French class. L2 Journal, 14(3), 1-24. https://doi.org/10.5070/L214351439
Spiegelman, J. D. (2022). “You used ‘elle,’ so now you’re a girl”: Discursive possibilities for a non-binary teenager in French class. L2 Journal, 14(3), 1-24. https://doi.org/10.5070/L214351439