Davey Shlasko is a multi-issue educator, facilitator and activist. In addition to years of youth organizing and community education, Davey earned hir* M.Ed. in Social Justice Education from the University of Massachusetts, Amherst. Ze has extensive experience in student and youth organizing, health education, intergroup dialogue, anti-violence work, and queer & transgender education. Davey has been involved in queer and transgender activism and education for over a decade. Currently, Davey works as the Program Coordinator of the Transgender Economic Empowerment Initiative in San Francisco.
As a consultant and trainer, Davey helps individuals and organizations learn about many different social justice issues. Davey has provided trainings on classism, sexism, heterosexism, transgender issues, youth empowerment, sexual health, relationship violence, and intergroup dialogue. Hir clients include community organizations, human service agencies, high schools, student groups and colleges & universities.
With Chase Catalano, Davey is coauthor of the "Transgender Oppression" chapter in Readings for Diversity and Social Justice, 2nd edition, and with Linda McCarthy, Davey and Chase wrote the “Transgender Oppression Curriculum Design ” in Teaching for Diversity and Social Justice, 2nd edition.
For more on Davey's upcoming trainings and events, click here.
* "Ze" (rhymes with wee) and "hir" (rhymes with ear) are pronouns, like he, she, him, her, his and hers. English-speakers have been experimenting with newly coined non-gendered pronouns for the past 200 hundred years or so, and they have been used in trans communities for at least 15 years. There are several sets in use, of which ze/hir seems to be the most popular. For more information on non-gendered pronouns in English, check out this wiki site. (It seems to be fairly comprehensive, with the one glaring omission that it doesn't mention trans people at all!)
I use non-gendered or "third-gender" pronouns because I feel they reflect my understanding of my own gender more accurately than either male or female pronouns. However, since it takes some practice for people to become proficient in using them in conversation, I also use male pronouns.
Chase Catalano has worked in student affairs, primarily in Residence Life, since he completed his M.Ed. in Higher Education Administration from the University of Massachusetts Amherst in May 1999. He is currently a doctoral student in Social Justice Education. His dissertation is on transgender students’ experience in higher education.
He is a member of the NASPA Knowledge Community on GLBT Issues Leadership Team and has presented at regional and national conferences. He won the 2008 ACPA Award for Public Service from the Standing Committee for Lesbian, Gay, Bisexual, and Transgender Awareness.
Chase has taught undergraduate and graduate courses, facilitated trainings for student and professional staff, and provided guest lectures. His training and course topics include racism, classism, sexism, heterosexism, ableism, religious oppression, transgender oppression, Millennials, and media/pop culture in relation to trans/gender expression.
Chase identifies as an FtM who experiences life as a white guy. Chase says, “Depending on my particular performance of masculinity, sometimes I experience life as a straight white guy, sometimes as a queer white guy.” He uses male pronouns.
