Abstract
Traditional instruction and communication research defines appropriate, effective teacher self-disclosures as moderate, relevant, and positivelyvalenced. However, despite the wealth of research about teacher selfdisclosure in the classroom, no current research explores the constraints faced by trans* instructors in navigating personal identity in the classroom. To fill this gap, I engage in the practice of “transing” teacher self-disclosure from my perspective as a trans/non-binary GTA. This autoethnography provides important insights into how marginalized instructors are unable to enact taken-for-granted “best practices” in the classroom.
Recommended Citation
Parsons, Mikay
(2023)
"We Don’t Do That Here: Investigating and Expanding Instructional Communication by “Transing” the Communication Classroom,"
Kaleidoscope: A Graduate Journal of Qualitative Communication Research: Vol. 21, Article 9.
Available at:
https://opensiuc.lib.siu.edu/kaleidoscope/vol21/iss1/9