Examinando por Materia "Cisheteronormativo"

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    Challenges and opportunities to express gender identity for one trans woman student in a foreign language teacher education program with regulated autonomy : a case study at a colombian public university
    (Universidad del Valle, 2026) Gil Hernández, Alejandro; Areiza Restrepo, Hugo Nelson
    This qualitative case study investigates the challenges and opportunities for one trans woman student within the Foreign Language Teacher Education Program at Universidad del Valle in Cali, Colombia. Framed by the principles of Queer Theory and Intersectionality, the study addresses the central question: What are the challenges and opportunities for one trans women student in the program to perform their gender identities? A single descriptive case study design was employed, utilizing semi-structured in-depth interviews with one trans woman student and one professor, alongside a critical document analysis of the Program’s Educational Project (PEP) and the Institutional Educational Project (PEI). The findings reveal a significant contradiction. While student-led activism, particularly through Campus Diverso, has fostered a safer and more visible environment on campus, the program’s official curriculum remains predominantly cisheteronormative. Analysis of the PEP and PEI shows a systematic absence of explicit references to gender diversity or trans populations. As a result, inclusion within the classroom often depends on a model of “regulated autonomy”, where the exploration of gender identity is permitted but not required, placing the burden of advocacy on students. Key challenges identified include this institutional silence, a lack of structured teacher training on gender diversity, and the persistence of discriminatory incidents. Opportunities arise from supportive peer networks, individual teacher sensitivity, and the unique potential of foreign language learning as a space for identity exploration. The study concludes that the program’s current adherence to a passive, choice-based model of inclusion ultimately reinforces normative structures. It recommends a dual transformation: the explicit integration of gender diversity into curricular documents, and mandatory, practical training for teachers to enable active pedagogical inclusion.