There might be two fundamental things to know about me to avoid conversational confusion. First, I’m a drag queen: I visually present on an almost day-to-day basis as masculine, but I identify under the transgender banner because my embodied identity oscillates across the gender binary and my proper pronouns are he/him/his, she/her/hers, and they/them/theirs. Second, my partner and I have the same name: each is Tommy (born “Thomas” with a birth certificate to confirm), and together we are the Tommies. I say these two things might be fundamental to know about me to avoid confusion in conversation because while I do not speak about myself in the third person (if you hear me say “Tommy,” you would do well to assume I mean my partner), people do speak about me, and they speak about me with a variety of pronouns that fit me and align with who I am. This has proven to be very puzzling to some folks at several times (my dear 85-year-old grandma has finally got the knack of “the Tommies,” but that plurality for her is my partner and me, not myself and I). I love this perplexity because in life as in teaching, this is an opportunity for learning.
In teaching language studies specifically, a grammar lesson in parts of speech and number agreements would seem to be an appropriate exercise for first-year Undergraduates; it may not, though, seem immediately fitting for first-year non-language courses or even upper-year language courses where the knowledge and understanding are assumed to be established and built upon. But it is. The refresher of a language exercise like the one below not only reaffirms language and communication skills for learners but opens the window to an opportunity for learning that is wider than a grammar primer.
Continue reading Gender Identity, Pronouns, and Lifelong Learning – Tommy Mayberry, Instructional Developer