Reimagining the unthinkable: Transnational queer students’ critical duoethnographic journeys of linguistic empowerment
Bibliographic record
Abstract
Increasing evidence indicates that scholarship in applied linguistics and language and literacy education often centers on heteronormative frameworks that constrain how identities are constructed and negotiated. Immigrants and transnational teachers, however, have increasingly problematized monolingualism, predetermined identities, and bounded geographies through acts of self-transformation. Despite learners crossing geographical and cultural boundaries, research on transnational queer students (TQSs) remains underdeveloped, creating space to theorize queer and gendered literacies, denaturalize ‘heteronormative literacy practices’, and resist oppressed identities in U.S. heteronormative contexts. This study illuminates how two TQSs’ linguistic repertoires are portrayed and reimagined within such frameworks. Drawing on critical duoethnography and counternarrative writings, this study aims to unsettle heteronormative paradigms through gendered and racialized identity formations. This study concludes with a discussion of limitations, implications for language and literacy educators, and questions arising from this work.
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.002 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.001 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".