Mobile borders.

Spaces, bodies, relationships, worlds in a transfeminist pedagogical approach

Resumen

From an intersectional transfeminist perspective, as trainers and researchers, we focus on spaces that shape relationships, particularly within integrated learning environments like schools (Bronfenbrenner, 1979; Weyland et al., 2019). These spaces influence forms of inclusion and exclusion regarding sexualized bodies, hierarchy, and marginalization (Hubbard, 2001; Pizzo et al., 2020). We aim to foster a shared, transdisciplinary, and political reflection on cisheteronormative pressures while highlighting the transformative potential of critical reading practices (Hubbard, 2001). Our approach promotes the use of analytical tools such as maps and emphasizes the need to reconsider domestic spaces in relation to public spaces, mirroring the divide between productive and reproductive work (Clementelli, 2021). We present experiences from some workshops for children on spatial awareness. This evolving process, shaped by unforeseen variables like the COVID-19 pandemic, offers valuable reflexive insights and paves the way for new research through transdisciplinary connections, where unexpected outcomes provide opportunities for growth.

Keywords: gender education, space, picture books, transdisciplinarity, reflexivity.