Library

Handouts  —  Articles  —  Book Chapters   —   Links

 

cover image for Trans* Ally Workbook

Trans* Ally Workbook: Getting Pronouns Right, and What It Teaches Us About Gender. Davey Shlasko, 2014.

Plus! How Using ‘They’ as a Singular Pronoun Can Change the World, by Davey (2015), formatted for printing as an insert for your Trans* Ally Workbook

 

 

 

Handouts and Training Materials

Genderbread Cookie – Davey’s latest 2015 version

Best Practices for Asking about Gender and Sexual Orientation in Application Forms (3 pp.)

Comparison of Women’s College Policies on Transgender Students (2 pp.)

Transgender Etiquette (1 p.)

Gender & Sexual Orientation Terminology updated for 2017! (3 pp.)

Coming Out in the Job Search (flow chart)

Bibliography (3 pp.)

 

General Audience Articles and Reports

Trans* / Intersex Funding Report cover image

Five Classist Pitfalls to Resist in Your Activism, by Davey (2017) on Classism Exposed.

How Using ‘They’ as a Singular Pronoun Can Change the World, by Davey (2015) on Feministing

Class Inequality and Transgender Communities, by Davey (2014) on Classism Exposed.

The State of Trans* and Intersex Organizing: A case for increased support for growing but underfunded movements for human rights.Eisfeld, J, Gunther, S and Shlasko, D. (2013). New York: Global Action for Trans* Equality and American Jewish World Service.

 

Scholarly Articles

Using the Five Faces of Oppression to Teach About Interlocking Systems of Oppression.  D. Shlasko. (2015). Equity & Excellence in Education, 48(3), 349-360.

“Trans* enough?”: The pressures trans* men negotiate in higher education. (2015). D. C. Catalano. TSQ: Transgender Studies Quarterly, 2(3), 411-430.

Beyond virtual equality: Liberatory consciousness as a path to achieve trans* inclusion in higher education. (2015). D. C. Catalano. Equity & Excellence in Education, 48(3), 418-435.

Late to Class: A review. D. Shlasko. (2008). Equity and Excellence in Education, 41(4), 538-543.

Queer (v.) Pedagogy:. D. Shlasko. (2005). Equity and Excellence in Education, 38(2), 123-134.

Book Chapters

TDSJ 3 cover image
Ableism curriculum design. B. Ostiguy, M. Peters,  & D. Shlasko.

Classism curriculum design. M. Adams, L. Hopkins, & D. Shlasko.

Sexism, heterosexism, and trans* oppression curriculum design. D. C. Catalano & P. Griffin.

In Adams, Bell, Goodman & Joshi (2016),  Teaching for Diversity and Social Justice, 3rd edition. Routledge.

RDSJ3picTransgender Oppression. C. Catalano & D. Shlasko. (2013). In Adams et. al’s Readings for Diversity and Social Justice, 3rd edition. Routledge.The readings that go along with the curricula from TDSJ!
Transgender Oppression. C. Catalano & D. Shlasko. (2010). In Adams et. al’s Readings for Diversity and Social Justice, 2nd edition.Routledge.The readings that go along with the curricula from TDSJ!
Transgender Oppression Curriculum Design. C. Catalano, L. McCarthy & D. Shlasko. (2007). In Adams, Bell & Griffin’s Teaching for Diversity and Social Justice, 2nd edition.Routledge.Teaching for Diversity and Social Justiceis a great book. Each chapter is a curriculum design with activities to teach about a particular form of oppression, such as sexism, heterosexism, racism & white privilege, racism & immigration, religious oppression, antisemitism, ablism, agism and adultism, and classism.