Trans Literacy Project Seminar on Teaching Feminist, Queer, and Trans Theory 


Monday, October 29, 2018 - 5:30pm to 7:00pm

Penn LGBT Center: 3907 Spruce Street (Robert Schoenberg Carriage House) 

This location is ADA accessible

The Trans Literacy Project (TLP) is an exciting series of cross-discipline, cross-community conversations designed to advance trans literacy across and beyond the university. TLP workshops and expert panels feature the powerful insights of nonbinary, trans, and gender nonconforming activists, academics, teachers, learners, and leaders. Offering relevant resources for activists and allies both experienced and new, the series strengthens our collective capacity for generating pedagogical and public spaces of trans literacy and liberation. This series is free and open to the public.

The inaugural workshop brings together Heath Fogg Davis (Temple Political Science), Jessa Lingel (Penn Annenberg), and Melissa Sanchez (Penn English) to address dialogues and dissonances between feminist, queer and trans theory. In this workshop, graduate students and faculty will learn strategies for designing syllabi that use texts from all three subfields to frame conversations about gender and sexuality across disciplines. Questions will include: how can trans literacy most effectively be a part of the feminist studies and queer studies classroom? How can texts from trans theory be incorporated into both cross-disciplinary and discipline-specific syllabi? What different approaches are there to sequencing and combining texts from feminist, queer and trans studies in the arc of a semester? What are some gender-inclusive approaches to teaching canonical, cis-normative texts from feminist and queer studies? This workshop will open with comments from each panelist, and leave lots of time for questions and discussion. Feel free to bring any questions you have, or to ask questions that occur during the event! 


For more information on the Trans Literacy Project, please visit:

Listen to the podcast interview with Heath Fogg Davis

Sponsored by
an Alice Paul Center Working Group Grant. Co-sponsored by Penn English, School of Social Police and Practice, Graduate School of Education