The GED as Transgender Literacy: Performing in the Learning/Acquisition Borderland

Abstract

This article uses James Paul Gee's distinction between acquisition and learning to consider the context of GED tutoring in a correctional facility. It draws on the notion of performance, as defined in Judith Butler's work and in queer theory, to consider the ways that literacy and Identity are performed in the space of the prison. Arguing that Butler's broader definition of performance, while helpful, reads identity out of literacy, the article proposes a notion of transgender literacy that shows how the confluence of "distance and "similarity" can offer a useful way of rereading literacy in institutional spaces.

Journal
Reflections: A Journal of Community-Engaged Writing and Rhetoric
Published
2007-04-01
DOI
10.59236/rjv6i1pp27-40
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References (12)

  1. Tue Perfect Path: Gay Men, Marriage, Indonesia
    GLQ
  2. Utmuy in Amm,an LillD
  3. Butler, Judith. Gender Trouble. New York: Rourledgc, 1999.
  4. Foucault, Michel. Discipline and Punish: 1he Birth of the Prison. Trans. Alan Sheridan. New York: Vintage, 1977.
  5. Judith Bueler
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  1. What Is Literacy?" Rewriting LitertlCJ: Culture and the Discourse of the Other
  2. Series Introduction: Literacy, Difference, and the Politics of Border Crossing
  3. Service-Learning as Crucible: Reflections on Immersion, Context, Power, and Transformation
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    Co~ Compolition and Communiauion
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