For immediate release: 20 October 2023
Note: We do not request individuals or organizations to sign this statement. We encourage sharing, endorsing, and using it as an opportunity to reflect within your own spaces and/or write your own statement.
Note: We do not request individuals or organizations to sign this statement. We encourage sharing, endorsing, and using it as an opportunity to reflect within your own spaces and/or write your own statement.
DDFC Solidarity Statement and Call to Action in Support of Palestinian People
“We see the violence of how people turn away from the violence, turn away from those who suffer the consequences. We will not turn away. Solidarity also means being willing to keep opening that door, to the hardest, most painful truths, the violent colonial histories kept present.” Sara Ahmed (“Killjoy Truths”)
When institutions fail to condemn atrocities, it is our duty to do so. When individual expression is foreclosed, it is our duty to engage as a collective. The Diversity, Decolonization, and the French Curriculum Collective unequivocally condemns the genocidal onslaught on Palestinian civilians in Gaza as well as the ongoing Israeli occupation of their land. In addition to the killing of over 3500 Palestinian civilians and bombing of Al Ahli Arab hospital, the blanket denial of electricity, water, goods, and medicine is a war crime and blatant violation of international law. As a collective whose mission is to advocate for marginalized groups and decolonization, we firmly oppose colonial violence, the harming of innocent people, and the silencing and repressing of those who are hurting, want to speak, and for whom resisting silence is survival. We stand in solidarity with those affected by this violence.
The loss of civilian life on all sides is tragic and reprehensible, and we mourn the deaths of Israelis and Palestinians. We condemn violence against all civilians.
Unfortunately, in a climate rife with misinformation and biased standards on what constitutes a valuable human life, it is important that we use language as a tool to name (rather than obscure) the realities of colonialism and oppression. In just the first six days of hostilities, the Israeli military has dropped 6000 bombs on Gaza and as of October 16, 47 entire families have been killed (United Nations Office for the Coordination of Humanitarian Affairs). The State of Israel has displaced nearly one million Palestinians, halted their humanitarian aid, and imposed an indefinite blockade preventing them from accessing basic human necessities such as food, water, electricity, and medicine. According to human rights experts, the State of Israel is on the verge of mass ethnic cleansing as part of their illegal settlement expansion. We join multiple organizations, including Amnesty International, the United Nations, Doctors Without Borders, Jewish Voice for Peace as well as 77 civil society groups in Australia in vehemently condemning the State of Israel’s institutionalized apartheid regime and oppression of Palestinian people.
Several professional academic organizations have also expressed their solidarity and raised critical questions related to the role and place of universities and colleges in protecting the right to academic freedom. For example, the Middle East Studies Association, who has a long standing and legitimate position to “encourage public understanding of the region and its people” has expressed in a statement their concerns about the current climate of “violence, intimidation, and censorship.” In line with their stance, we maintain that today’s violence needs to be understood and contextualized in relation to Israel’s 75-year ongoing settler colonial legacy. We believe that academic settings are now more critical than ever to address, understand, and process the current situation. We are deeply troubled by some of the statements–or lack thereof– published by numerous university presidents and campus leaders in both Canada and the United States. Failing to acknowledge the existence and suffering of Palestinian people has had consequences on faculty, students, and staff. It is the responsibility of universities to protect those who are part of their communities and condemn anti-Arab, anti-Muslim, and anti-Semitic acts and speech. However, it is regrettable that the majority of universities have instead created a hostile climate that contradicts the very principles they should uphold.
In the context of French and Francophone studies, DDFC was founded to respond to the need for scholars and practitioners to freely engage with questions around diversity, inclusion, equity, and social justice, including the erasure of France’s colonial past and its impact on the present-day. As such, it is important to situate our position on Palestine within our collective's commitment to decolonize in the context of the French curriculum. For example, we can highlight how the banning of pro-Palestinian protests in France is a reflection of its long-standing colonial history and repression of Arab and Muslim voices.
As a collective of literary scholars and linguists, we actively interrogate the ways in which language shapes our world in the histories and literatures we study and teach. We also draw attention to how language is often weaponized as a political tool and are thus deeply concerned about the dehumanizing language witnessed over the past weeks to justify crimes against humanity. Along the same lines, some of the work we do addresses the power of texts to foster critical dialogues. We were disheartened to witness the canceling of a ceremony wherein Palestinian author and essayist Adania Schibli was expected to receive an award at the Frankfurt Book Fair.
We call on professional organizations and associations, educational institutions and leadership, and elected officials to take a stand against the violence directed towards all civilians in Palestine and Israel, and to call upon Israel to end its brutal targeting of Palestinians, in accordance with international law. We ask these groups to employ clear language and policies that condemn colonial oppression in Palestine, to acknowledge the democratic rights to freedom of expression, protest, and assembly on our campuses and in our communities, and to stand in solidarity with all who are affected.
“Such solidarity would not be safe in abstraction, warm and fuzzy, a way of feeling something without doing it. It would be a call to action and to attention, keeping at the front of our consciousness the reasons we need to be in solidarity, the violence, the material realities of suffering, ongoing colonial occupation, the brutality of state racism.” Sara Ahmed (“Killjoy Truths”)
For immediate release: 09 April 2021
Note: Any individual or organization may sign this pledge to take action.
You do not have to be a member of any specific organization or collective
to co-sign via the link at the bottom of this call to action.
Note: Any individual or organization may sign this pledge to take action.
You do not have to be a member of any specific organization or collective
to co-sign via the link at the bottom of this call to action.
Joint Statement and Call to Action in Support of Trans and Nonbinary People
The Diversity, Decolonization, and the French Curriculum Collective
The Diversity, Decolonization, and the German Curriculum Collective Steering Committee
The Black German Heritage and Research Association
The Diversity, Decolonization, and the French Curriculum Collective
The Diversity, Decolonization, and the German Curriculum Collective Steering Committee
The Black German Heritage and Research Association
The Diversity, Decolonization, and the French Curriculum Collective, the Diversity, Decolonization, and the German Curriculum Collective Steering Committee, and the Black German Heritage and Research Association are committed to fostering conversation about diversity, inclusion, equity, and social justice. The three collectives vehemently condemn the rising transphobia and acts of anti-trans violence in the United States and throughout the world as well as the more than 100 pieces of anti-trans legislation that are being heard in more than 30 states this legislative session, which are a part of the 195+ anti-LGBTQ+ bills currently being considered by states across the country. We further recognize that the number of coordinated legislative attacks against trans people is unprecedented while simultaneously understanding the long historical arch of oppression and violence in which these acts are situated (see for example Gill-Peterson, 2018; Knisely & Paiz, 2021; Malatino, 2020).
We maintain that there is an ethical imperative to uphold the rights and dignity of trans people in schools and, thus, in our broader communities and society. And we maintain that any call for diversity and inclusion (e.g., ACTFL, 2019) must include unequivocal support for trans rights and gender justice. These assertions are particularly poignant for us as scholars, educators, and students of language; our identities --who we are as groups and individuals-- are inseparable from the language we use and from the affordances and constraints we experience in our interactions with others (see Darvin & Norton, 2015; Knisely, 2021a, 2021b; Knisely & Paiz, 2021). To the same degree, our success as language learners and users is measured in and by our successful interactions with others (see for example work by Uju Anya). We believe that a person’s ability to thrive and to succeed should not depend upon the extent to which they do or do not conform to gender norms.
This legislation is needless and puts trans lives in danger. The bills have varied foci (e.g.,prohibiting or criminalizing the provision of health care to trans people, prohibiting teaching in schools about trans people and related topics, prohibiting mandatory professional development about LGBTQ+ people and history, mandating disclosure of a child’s sexual orientation or gender identity to parents without the child’s consent, prohibiting or criminalizing the participation of trans youth in school sports). However, the language is remarkably consistent across states, in keeping with the playbook set forth by the hate group the Alliance Defending Freedom (ADF) with the 2016-2018 anti-trans series of “bathroom bills.” Illustrative of how unnecessary these bills are, the majority of voters in the US believe that trans people should be able to live openly, freely, and have access to medical care. Further, more than 7 million professionals and 1,000 organizations who are experts in children’s health and welfare have called on states to oppose this onslaught of anti-trans bills (including the United Nations, Amnesty International, The American Medical Association, The American Academy of Pediatrics, and all other relevant major medical associations) alongside other professional organizations (e.g., The NCAA, The National Education Association, The American Association of Colleges for Teacher Education, The American Educational Research Association, The American Association of School Librarians, The American Civil Liberties Union) and educators (e.g, one open letter to President Biden has over 17,300 signatures as of April 1, 2021).
Current anti-trans bills are grounded in hatred and misinformation, running contrary to our purpose as educators. The Southern Transgender Alliance notes that current bills are “propelled by antiquated, hysterical anti-trans myths, misconceptions and outright bigotry” and that they will cause harm that is irreparable and permanent (see also Gill-Peterson, 2018). Our response as individuals and as organizations must be swift, unequivocal, and resounding: There is no place for transphobic hate in our schools, in our organizations, and in our societies. We know that this legislation has had and will have devastating effects.
Even when such legislation does not pass, we know from research that even the proposal of legislation like the more than 100 specifically anti-trans items currently under consideration in more than 30 states --which are a part of the 195+ anti-LGBTQ+ bills currently being considered by states across the country-- have devastating and direct effects on mental health and wellbeing for trans people. If we look at the existing research on LGBTQ+ populations, we can see that just the act of having legislation like this bill introduced can increase anxiety and depression (Levitt et al., 2009; Puckett et al., 2020) – so, it’s not just when they pass, but the act of having your rights put up for vote is in itself a social determinant of health in queer and trans communities. Beyond that, when this kind of bill is passed, it results in increased experiences of discrimination and harassment, as well as a normalization of perpetuating violence against transgender individuals. We also know, from research, that feeling like an individual belongs to their educational community is essential for academic success, which in turn becomes essential for the economies of each of our states and of our nation(s), as we need a well-educated workforce (Beck & Malley, 1998; Goodenow, 1993; Knisely 2016; Ricard, 2016). In the following bullet points, we elaborate on some important research findings (using the terms LGB, LGBTQ, etc. to match the samples that were recruited within each research study). Even though the studies vary in the populations that were recruited, the results can be generalized to broader LGBTQ+ communities. Here is a short summary of how bills like the 100 or more currently being heard in this legislative session impact trans and queer people:
We call on all professional organizations and associations, educational institutions and leadership, and elected officials to condemn any and all bills that would heighten the disparities facing trans people, including the more than 100 anti-trans pieces of legislation being brought forth this session. We further call on our colleagues, organizations, associations, and institutions to vehemently condemn the hatred, anti-trans sentiment, gender misunderstanding, and scapegoating of trans youth of which these bills are a symptom as well as the racism with which anti-trans actions are so regularly intertwined.
Our respective organizations and collectives pledge to take action in support of trans and nonbinary people and ask all organizations, associations, institutions, and individuals to join us in this pledge.
We specifically ask all professional organizations and associations, educational institutions and leadership, and elected officials to:
We specifically ask all individuals to:
By co-signing this statement, you pledge to join our respective organizations and collectives in taking action in a number of the above ways.
The Diversity, Decolonization, and the French Curriculum Collective
The Diversity, Decolonization, and the German Curriculum Collective Steering Committee
The Black German Heritage and Research Association
We maintain that there is an ethical imperative to uphold the rights and dignity of trans people in schools and, thus, in our broader communities and society. And we maintain that any call for diversity and inclusion (e.g., ACTFL, 2019) must include unequivocal support for trans rights and gender justice. These assertions are particularly poignant for us as scholars, educators, and students of language; our identities --who we are as groups and individuals-- are inseparable from the language we use and from the affordances and constraints we experience in our interactions with others (see Darvin & Norton, 2015; Knisely, 2021a, 2021b; Knisely & Paiz, 2021). To the same degree, our success as language learners and users is measured in and by our successful interactions with others (see for example work by Uju Anya). We believe that a person’s ability to thrive and to succeed should not depend upon the extent to which they do or do not conform to gender norms.
This legislation is needless and puts trans lives in danger. The bills have varied foci (e.g.,prohibiting or criminalizing the provision of health care to trans people, prohibiting teaching in schools about trans people and related topics, prohibiting mandatory professional development about LGBTQ+ people and history, mandating disclosure of a child’s sexual orientation or gender identity to parents without the child’s consent, prohibiting or criminalizing the participation of trans youth in school sports). However, the language is remarkably consistent across states, in keeping with the playbook set forth by the hate group the Alliance Defending Freedom (ADF) with the 2016-2018 anti-trans series of “bathroom bills.” Illustrative of how unnecessary these bills are, the majority of voters in the US believe that trans people should be able to live openly, freely, and have access to medical care. Further, more than 7 million professionals and 1,000 organizations who are experts in children’s health and welfare have called on states to oppose this onslaught of anti-trans bills (including the United Nations, Amnesty International, The American Medical Association, The American Academy of Pediatrics, and all other relevant major medical associations) alongside other professional organizations (e.g., The NCAA, The National Education Association, The American Association of Colleges for Teacher Education, The American Educational Research Association, The American Association of School Librarians, The American Civil Liberties Union) and educators (e.g, one open letter to President Biden has over 17,300 signatures as of April 1, 2021).
Current anti-trans bills are grounded in hatred and misinformation, running contrary to our purpose as educators. The Southern Transgender Alliance notes that current bills are “propelled by antiquated, hysterical anti-trans myths, misconceptions and outright bigotry” and that they will cause harm that is irreparable and permanent (see also Gill-Peterson, 2018). Our response as individuals and as organizations must be swift, unequivocal, and resounding: There is no place for transphobic hate in our schools, in our organizations, and in our societies. We know that this legislation has had and will have devastating effects.
Even when such legislation does not pass, we know from research that even the proposal of legislation like the more than 100 specifically anti-trans items currently under consideration in more than 30 states --which are a part of the 195+ anti-LGBTQ+ bills currently being considered by states across the country-- have devastating and direct effects on mental health and wellbeing for trans people. If we look at the existing research on LGBTQ+ populations, we can see that just the act of having legislation like this bill introduced can increase anxiety and depression (Levitt et al., 2009; Puckett et al., 2020) – so, it’s not just when they pass, but the act of having your rights put up for vote is in itself a social determinant of health in queer and trans communities. Beyond that, when this kind of bill is passed, it results in increased experiences of discrimination and harassment, as well as a normalization of perpetuating violence against transgender individuals. We also know, from research, that feeling like an individual belongs to their educational community is essential for academic success, which in turn becomes essential for the economies of each of our states and of our nation(s), as we need a well-educated workforce (Beck & Malley, 1998; Goodenow, 1993; Knisely 2016; Ricard, 2016). In the following bullet points, we elaborate on some important research findings (using the terms LGB, LGBTQ, etc. to match the samples that were recruited within each research study). Even though the studies vary in the populations that were recruited, the results can be generalized to broader LGBTQ+ communities. Here is a short summary of how bills like the 100 or more currently being heard in this legislative session impact trans and queer people:
- LGB students who are in schools with more progressive and protective climates for their rights have less suicidal thoughts (Hatzenbuehler, Birkett, Van Waagenen, & Meyer, 2014).
- LGB youth in places that have fewer anti-bullying policies are over twice as likely to have made a suicide attempt (Hatzenbuehler & Keyes, 2013).
- There is a 20% increase in the risk of attempting suicide for LGB youth living in more oppressive contexts (Hatzenbuehler, 2011).
- LGBTQ youth in schools that provide them with greater support report less victimization (Kosciw, Palmer, Kull, & Greytak, 2013).
- Transgender youth report feeling unsafe in schools more than students who are not transgender (McGuire, Anderson, Toome, & Russell, 2010; Taylor et al., 2011).
- Transgender people who live in areas with less structural stigma (including the political atmosphere – shaped by bills such as those currently being heard in this legislative session) report fewer suicide attempts (Perez-Brumer, Hatzenbuehler, Oldenburg, & Bockting, 2014).
- The climate and atmosphere within schools directly influences the health and wellbeing of LGBTQ+ youth. The hateful and unnecessary bills being put forth in the current legislative session will put trans youth and adults at greater risk for these negative outcomes.
We call on all professional organizations and associations, educational institutions and leadership, and elected officials to condemn any and all bills that would heighten the disparities facing trans people, including the more than 100 anti-trans pieces of legislation being brought forth this session. We further call on our colleagues, organizations, associations, and institutions to vehemently condemn the hatred, anti-trans sentiment, gender misunderstanding, and scapegoating of trans youth of which these bills are a symptom as well as the racism with which anti-trans actions are so regularly intertwined.
Our respective organizations and collectives pledge to take action in support of trans and nonbinary people and ask all organizations, associations, institutions, and individuals to join us in this pledge.
We specifically ask all professional organizations and associations, educational institutions and leadership, and elected officials to:
- release a statement condemning anti-trans sentiment and these violent pieces of legislation;
- release a statement pledging to keep organization and association meetings out of states that pass anti-trans laws, while also assuring continued accessibility for educators in these states, virtually or otherwise, so as to support and empower local resistance;
- conduct a thorough review of the organization, association, and/or institution’s practices and take direct and specific action to promote increased supports for trans people. We particularly encourage this to take place at the direction of trans people and/or experts in trans studies and that financial compensation be provided for this work;
- educate yourself and the members of your institution about trans, nonbinary, and broader LGTBQ+ communities, their histories and experiences;
- concretely support the work of trans and nonbinary associations and communities through donations;
- listen and respond to the needs of trans, nonbinary, and gender non-conforming students, scholars, and staff;
- use your position to promote justice and to provide a safe, equitable, and inclusive environment for LGTBQ+ individuals while providing tools for effective change, whether it be new teaching materials, workshops, or mentoring programs.
We specifically ask all individuals to:
- publicly condemn anti-trans sentiment and these violent pieces of legislation;
- contact organizations, associations, institutions, and elected officials and ask them to condemn anti-trans sentiment and these violent pieces of legislation;
- educate yourself and those with whom you interact about trans, nonbinary, and broader LGTBQ+ communities, their histories and experiences;
- concretely support the work of trans and nonbinary associations and communities through donations to the extent that you are able;
- continuously seek out ways to take concrete action in solidarity with trans and nonbinary people and invite others into taking action with and alongside you.
By co-signing this statement, you pledge to join our respective organizations and collectives in taking action in a number of the above ways.
The Diversity, Decolonization, and the French Curriculum Collective
The Diversity, Decolonization, and the German Curriculum Collective Steering Committee
The Black German Heritage and Research Association
Please note: The below list of co-signing organizations and individuals is being manually updated by the DDFC steering committee. Thank you for your patience if your name does not appear on the same day that you co-signed. (Last updated: 11:00 am US-Pacific Time on 19 August 2021).
Organizations who pledge to take action:
American Association of Teachers of French
American Council on the Teaching of Foreign Languages (ACTFL)
AATF Eastern MA
American Association of Teachers of Spanish and Portuguese
Australian Society for French Studies
California Institute of Integral Studies (CIIS)
Coalition for Academic Justice at the University of Arizona (CAJUA)
Coalition of Women in German
Courageous Dialogues with Chinese Educators
Crafting Sound Meaning
Critical German Studies Canada
Critical Multilingualism Studies: An Interdisciplinary Journal
Davidson College German Studies Department
French Research Cluster, Australian National University
Graduate Association of French & Italian Students, University of Wisconsin-Madison
Language•n•Justice Podcast
Lavender Languages and Linguistics
The Vocal Fries, Carrie Gillon, Ph.D. and Megan Figueroa, Ph.D.
Women in French (US)
Women in French: Australia
Individuals who pledge to take action (affiliations are listed for identification purposes only and do not represent institutional signatures):
A-P Durand
A. Celis, Ph.D., Assistant Professor, Penn State University
A. Wroblewski, Assistant Professor, University of Arizona
A. Zimmer, Ph.D., Associate Professor, Northern Michigan University
Aaron Retish, Wayne State University
Abigail Clark, Ithaca High School
Adam Oberlin, Princeton University
Adi Saleem Bharat, Ph.D., Research Fellow, University of Michigan
Adrián Arroyo, PhD. Associate Director for Faculty Affairs. University of Arizona
Adrienne Merritt, PhD, Visiting Assistant Professor, St Olaf College
Aimee Moffett
Alex Taylor, M.A., University of Wisconsin
Alexa Rae Barger, Ph.D. Student, University of California, Los Angeles
Alexander Tarran, Oxford University and London University alumnus
Alexis Smith, Ph.D., Assistant Professor, Hanover College
Alison Guenther-Pal, Ph.D., Associate Professor, Lawrence University
Alyssa Beckitt
Amanda Gann, Ph.D. candidate, Harvard University
Amanda Sheffer, Clinical Associate Professor, CUA
Amy Brown, University of Bern
Amy Clay, University of Illinois Urbana-Champaign
Amy DeAngelo, Spanish teacher, Shaker High School, Latham, NY
Amy Emm, Assoc. Prof. of German, The Citadel
Andrea Behn, NBCT, Parker High School, Janesville, WI
Andrea Bryant, PhD Candidate (ABD)
Andrea, D., New York University
Angelica Fenner, PhD, Associate Professor, University of Toronto
Angelica P. So, Ph.D., Visiting Assistant Professor, Emory University
Anita Alkhas, Ph.D. University of Wisconsin-Milwaukee
Anje Müller Gjesdal, Ph.D, Associate Professor, Østfold University College
Anna Bonazzi, graduate student, UCLA
Anne Donadey, Ph.D., Professor, San Diego State University
Anne Duggan, Wayne State University
Anthony Revelle, Graduate Worker in French, University of Michigan
Ashley R. Moore, University of British Columbia
Ashley Thornton, University of Brighton
Auburn Stickles, Otterbein University
Audrey Hansen
Barbara Schmenk, University of Waterloo
Beckie Bray Rankin
Ben Ireland, Ph.D., Assistant Professor, TCU
Beverly Weber, Associate Professor, University of Colorado Boulder
Blase A. Provitola, Visiting Assistant Professor of French, Trinity College (Hartford, CT)
Bobby Sullivan, World Language Department Head at Westborough High School
Brett Sterling, Ph.D., Assistant Professor of German, University of Arkansas
Brian V. Sengdala, Ph.D. student, Cornell University
Brigetta M. Abel, PhD, Associate Professor (NTT), Macalester College
Brigid Shanley
Britta Kallin, Ph.D., Associate Professor of German, Georgia Institute of Technology
C. V. Dolan
C.Elzinga, PhD candidate, Stanford University
C Lloyd, Ph.D., Senior Lecturer, University of Hertfordshire
C. D. Laurent, Ph.D., Postdoctoral Fellow, Harvard University
C. Johnson, PhD Student/TA, University of Illinois at Chicago
Carl Gelderloos, Associate Professor of German Studies, Binghamton University
Carly M Lesoski, PhD
Carol A. Leibiger, Ph.D., Associate Professor, University of South Dakota
Carol Anne Costabile-Heming, Professor of German, University of North Texas
Caroline Kita, Associate Professor of Germanic Languages and Literatures, Washington U in St. Louis
Cassie Outler, M.A. Student, University of Louisiana-Lafayette
Catherine Ousselin, M.A. French
Catherine Phipps, DPhil student and convenor of The History of the Gendered Body, University of Oxford.
Cécile Lainé, M.Ed., French teacher
Cecile Tresfels, Assistant Professor of French, Williams College
Cecilia Benaglia, Ph.D., Assistant Professor, San Diego State University
Chantelle Warner, Associate Professor, University of Arizona
Charlee Bezilla, Ph.D.
Charlie Michael, PhD, Assistant Professor, Georgia Gwinnett College
Charlotte Prieu, Ph.D Candidate, University of Illinois at Urbana-Champaign
Chiara Trebaiocchi, PhD, Preceptor in Italian, Harvard University
Chris VanderStouwe, PhD. Boise State University
Christie Margrave
Christopher Mendoza, MA Student in Linguistics, Florida International University
Christopher Tutolo, MA, French Language Instructor, University of Washington
CJ Gomolka, Ph.D., Associate Professor of Global French Studies
Claire A. Ross, Ph.D., Lecturer, University of Reading, UK
Claire E. Scott, Visiting Assistant Professor of German, Kenyon College
Clarissa Clò, PhD, Professor, San Diego State University
Clio Hartzer
Cristina Robu, Ph.D. Candidate, Indiana University Bloomington
Cynthia L.
D. Cervantes Stephens, M.A., San Diego State University
D.P., Independent Scholar
Daniel Edmondson, PhD Applied Linguistics, University of Nottingham, UK
Daniel Hatcher, PRSS, RSPS, ICPR
Daniele Santucci, University of Wisconsin-Madison
Daniele Vecchiato, Ph.D., Assistant Professor, University of Padua
Dawn N Michael, M.A.
Deb Reisinger, Ph.D. Associate Professor of the Practice, Duke University
Denis M. Provencher, Ph.D. Professor, University of Arizona
Denise M. Rogers, M.F.A, University of Louisiana-Lafayette
Derek Price, PhD Candidate, Vanderbilt University
Dolores Peláez, Professor, Simmons University
Domenic DeSocio, PhD Candidate, University of Michigan
Dominique Carlini Versini, Ph.D, Lecturer, Durham University
Doris Sommer
Dr Benedict Schofield, Reader in German, King’s College London
Dr Christopher W. Clark, Lecturer, University of Suffolk
Dr Gemma King, Senior Lecturer, Australian National University
Dr Jess Birnie-Smith, La Trobe University
Dr Valentina Gosetti, Ph.D., Senior Lecturer, University of New England, Australia
Dr. Ellen E. Joyce, Beloit College
Dr. Helen Finch, University of Leeds
Dr. Joela Jacobs, Assistant Professor of German Studies, University of Arizona
Dr. Rebecca Barck
Dr. Stephanie Gardiner-Walsh, Assistant Professor in Deaf Education
Dr. V. Hunter Capps, University at Buffalo
Dyanis Conrad-Popova, PhD
E. Nicole Meyer, Ph.D., Professor, Augusta University
E. Torner, Ph.D., Associate Professor, University of Cincinnati
Edith Benkov, Professor emerita, San Diego State University
Eduardo A. Febles, Ph. D., Professor, Simmons University
Eileen M. Walvoord, Retired French Teacher
Eilene Hoft-March, PhD, Professor, Lawrence University
Elizabeth Kittle
Emilie Oléron Evans, Lecturer in French, QMUL
Emily Frazier-Rath, Ph.D., VAP, Davidson College
Emma Manning, PhD Student, Georgetown University
Eric Louis Russell, Professor: Dept. of French & Italian; Linguistics; Gender, Sexuality & Women’s Studies, UC-Davis
Erika Serrato, Assistant Professor, UNC Chapel Hill
Erin Gizewski, UIC
Ervin Malakaj, Ph.D., Assistant Professor of German, University of British Columbia
F. Troyan, Ph.D., The Ohio State University
Federico Fabbri, PhD student, University of Arizona
Felix Gonzalez, Spanish Professor, Universidad Pedagógica Nacional. Bogota, Colombia
Forrest Caskey, Associate Professor, Anne Arundel Community College
Formato, PhD, University of Brighton
Fraser McQueen, Ph.D. candidate, University of Stirling
Frederique Marty, Ph.D., Assistant Teaching Professor of French, Penn State Erie
Friederike Eigler, Prof. of German, Georgetown University
Gabriel Cooper, Ph.D., Assistant Professor, Oberlin College
Genevieve Eversole, Otterbein University
Geoffrey Marschall, MFA, Asst. Professor at University of Louisiana at Lafayette
Giampaolo Molisina, University of Wisconsin-Madison
Gloria Kwok, Ph.D.
Grayson Ward
H. Coombs, MEd, teacher, Lincoln High School
H. Yanacek, PhD, Assistant Professor of German, James Madison
Hannah Holtzman, PhD, Postdoctoral Fellow, University of San Diego
Hannah V. Eldridge, PhD, Professor of German, Department of German, Nordic, and Slavic+, UW Madison
Hasheem Hakeem, Ph.D., Sessional Lecturer, Simon Fraser University
Henry “Cody” Miller, Ph.D., Assistant Professor, SUNY Brockport
Heather McCoy, Ph.D, Professor of Teaching in French and Francophone Studies, Penn State
Heather Willis Allen, Associate Professor of French, Univ. of Wisconsin-Madison
Heidi Schlipphacke, Ph.D., Associate Professor, University of Illinois at Chicago
Helga Thorson, Associate Professor, University of Victoria (Canada)
Henk Rossouw, PhD, Asst. Prof., University of Louisiana at Lafayette
Howie Berman, MA, CAE, Executive Director, ACTFL
I. M. Nick, Ph.D., Germanic Society for Forensic Linguistics
J. Fernandez, Assistant Professor, University of Arizona
J. Henao-Muñoz, M.A., Instructor, University of Arizona
J. McGregor, Ph.D., Assistant Professor, University of Arizona
Jacqueline Farley
Jamele Watkins, Ph.D., University of Minnesota
James Coda
Jane (Jennifer) Lovejoy, Legacy High School
Jason Groves, Assistant Professor, University of Washington
Jason Lemieux
Jason Williamson, Senior Lecturer, UW-Milwaukee
Jeffrey Librett
Jen Bouchard, Faculty, Normandale Community College
Jen Gripman
Jenna Chandler-Ward, Teaching While White
Jennifer Carr, PhD
Jennifer Endicott, M.A.Ed, Educator, Vacaville High School
Jennifer Kaplan, Graduate Student
Jennifer L. Creech, Ph.D., Oregon State University
Jennifer Vaught
Jennifer Washer
Jensen Anne, San Jose State University, AATF president
Jessica J Appleby, PhD, University of Central Oklahoma
Jessica Kasje, PhD, Lecturer/Alumni Fellow, Yale University
Jessica Alexander, University of Louisiana, Lafayette
Jessica L. Sturm, Ph.D., Associate Professor of French and Applied Linguistics, Purdue University
Jessica Miller, Diversity, Decolonization and the French Curriculum Collective
João Marcos Copertino Pereira
Jocelyn Frelier, PhD Texas A&M University
Joseph A. Parodi-Brown, Ed. D.
Joseph Derosier, Assistant Professor of French, Beloit College
Joshua M. Paiz, Ph.D. Teaching Assistant Professor, George Washington University
Joshua Raclaw, Assistant Professor, West Chester University
JPB Gerald, Doctoral Candidate, CUNY-Hunter College
Julia Donnelly Spiegelman, PhD Candidate, University of Massachusetts Boston
Julia Gorham
Julia Gruber, PhD., Associate Professor of German, Tennessee Tech University
Julia Ludewig, PhD, Allegheny College
Juliane Schicker, Assistant Professor of German, Carleton College
Julie Evershed
Julie Shoults, Ph.D., Muhlenberg College
Julie Speno, K-4 Spanish Teacher
Julie Tremmel
Justin Charles, Round Lake High School
Kaity Matrassi, Grad Student/Worker, Columbia University
Karen Jackson, PhD, Norfolk Public Schools
Karen Lau
Kat Gupta, PhD, Lecturer, University of Roehampton
Kate Cartwright
Kate Whitcomb, The Layman's Linguist
Katharina Pabst, PhD Candidate in Linguistics
Kathryn Dettmer, MA, MEd, adjunct, Drexel, WIdener, UPenn
Kathryn Wheelock, Chevalier dans l'ordre des Palmes Académique, AATF Region III Representative, French Teacher and World Languages Chair Wakefield High School, Arlington Public Schools
Katie Romportl Cook, M.A.
Katie Sutton, Associate Professor, Australian National University
Katie Tomten, Ed.M.
Katrin Bahr
Katrina Daly Thompson, Professor, UW-Madison
Kelly Biers, Ph.D., Assistant Professor, University of North Carolina at Asheville
Kelly Davidson, Ph.D., Professor of French and Foreign Language Education
Kelly Palmer, MA, Texas middle school teacher
Kerry Anderson, Teacher, Maranacook Community High School
Kerry Wallach, Ph.D., Associate Professor, Gettysburg College
Kerstin Barndt, Associate Professor, University of Michigan
Khorshid Gharaee-Kermani, educator
Kiki Kosnick, Ph.D., Assistant Professor, Augustana College
Kimberly Rooney, PhD Candidate, University of Wisconsin-Madison
Kris Knisely, Ph.D., Assistant Professor, University of Arizona
Krista Benson, Ph.D., Assistant Professor, Grand Valley State University
Kristen Stern, Ph.D., Assistant Professor, University of Massachusetts Lowell
Kristina Argueta, High School Teacher
Kyle Frackman, Ph.D., Associate Professor, University of British Columbia
Kylie Sago, Harvard University
Kym Cunningham, Ph.D Fellow, University of Louisiana at Lafayette
L. Bourbaki
L. Hibbard, Graduate Teaching Assistant, Purdue University
L. Lynn Vidler, Ph.D.
L. Swanson, PhD, Assistant Professor, University of Arizona
Laetitia Knight
Larry Kuiper, Ph.D, Associate Professor, University of Wisconsin - Milwaukee
Laurel Ryan, Ph.D., Assistant Professor, University of Louisiana at Lafayette
Lauren Gawne, La Trobe University, Australia
Lauren Goodspeed, Ph. D., Lecturer, University of Minnesota
Leslie Adelson, Jacob Gould Schurman Professor of German Studies, Cornell University
Levilson Reis, Otterbein University, OH
Lex Konnelly, Ph.D. Candidate, University of Toronto
Lindsay Preseau, Assistant Professor - Educator, University of Cincinnati
Lisa D.
Lisabeth Hock, Associate Professor of German, Wayne State University
Logan Walker, Lecturer, UCSC
Lucy Jones, PhD, Associate Professor, University of Nottingham (UK)
Lyn Wright, PhD, University of Memphis
M. E. Menninger, Ph.D. Texas State University
M. Messay, Ph. D., Assistant Professor, Simmons University
M. Pérez
Madeleine Cooke, University of Melbourne
Madeline Bedecarré, Ph.D, visiting lecturer, Bates College
Magda Tarnawska Senel, Ph.D., UCLA
Maggie Hughes, University of Wisconsin-Madison
Maggie McCarthy, Davidson College
Maggie Rosenau, PhD., University of Colorado Denver
Manon Allard-Kropp, University of Missouri St. Louis
Manuela Wagner
Margaret Keneman, Ph.D., Assistant Professor, College of Charleston
Margaret Malone, PhD. Georgetown University
Maria Grewe, Ph.D., John Jay College-CUNY
Maria Smith
Maria Stehle, Ph.D.
Marie Kolkenbrock, Branco Weiss Fellow in German, King's College London
Marie-Christine Koop, Ph.D., Professor, University of North Texas, American Association of Teachers of French
Marion Cécile Agier
Marion Tricoire, Ph.D., Assistant Professor of French, Grinnell College
Marisol Bayona Roman, Ph.D. candidate, The University of Texas at Austin
Markus Hallensleben, UBC Vancouver (Musqueam Territory)
Martina Gerdts, Student, Germany
Martina Giuliano PhD Student, University of Wisconsin-Madison
Mary McVay
Matt Coss
Matthew Childs, PhD Candidate, University of Washington
Maureen Gallagher, PhD, Australian National University
Maya Smith, Ph.D, Associate Professor, University of Washington
Meagan Tripp, Ph.D. Assistant Professor of German, Franklin & Marshall College
Megan Figueroa, Ph.D., Research Scientist, University of Arizona
Megan Forti
Megan Leslie, Secondary educator
Melissa Bright, Educator
Melissa Farrace, M.A. French, K-12 French Teacher
Meredith White
Michael Barnes
Michael Kightley, Ph.D., Associate Professor of English, University of Louisiana at Lafayette
Michelle Marzullo, PhD, Chair and Professor, Human Sexuality Department, California Institute of Integral Studies
Miranda Weinberg, Visiting Assistant Professor, Swarthmore College
Morgan L Steele, French Teacher, Richfield High School
Nadine Jacobsen-McLean, Elementary school teacher
Nafi Toure
Nancy Aykanian
Natalia DeLaat, K-12 Teacher
Natalie Edwards, Ph.D., Professor, University of Adelaide, Australia
Natasha Faroogh, Ontario Teacher
Nathan H. Dize, Ph.D, Instructor, Vanderbilt University
Nelly Ossia, Ph.D., French teacher at Lexington High School
Nelson Flores, University of Pennsylvania
Nicholas Strole, Ph.D.
Nicolaas P. Barr, Ph.D., University of Washington
Nicole Cvetnich, M.Ed.
Nicole Grewling, Associate Professor of German Studies, Washington College
Nik Koehler, University of Wisconsin–Madison
Nonah Cagney Palmer, PhD student University of Louisiana at Lafayette
Norma Patricia García Morales, English teacher, National Autonomous University of Mexico (UNAM)
Oliver Knabe, Ph.D. Visiting Assistant Professor, Miami University
Oliver Niels Völkel, Free University of Berlin, Germany
Olivier Le Blond, Ph.D., University of North Georgia
Paige Treebridge, Asst. Prof, DePaul University
Pamela M. Wesely, PhD, Associate Professor, University of Iowa
Patricia Anne Simpson, Ph.D., Professor of German, University of Nebraska-Lincoln
Patrick Ploschnitzki, University of Arizona
Peter Drögemeier, Münster, Germany
Peter Schweppe, PhD, Assistant Professor, Montana State University
Petra Watzke, PhD, Assistant Professor, Kalamazoo College
Philip Burbidge
Prof Ingrid Sharp, Chair of Women in German Studies
R. Attig, Ph.D., Assistant Professor, Bowling Green State University
R. Stevens, Middle School French Teacher & Adjunct Professor of French
Rachel Mesch, Professor of French & English
Rachel Norwood, Ph.D., French and Spanish teacher, The Lovett School
Rachel Weiher, Graduate Student at UC Berkeley
Raychel Vasseur, Ph.D. Assistant Professor, Texas Tech University
Rémi A van Compernolle, PhD, Associate Professor of Second Language Acquisition, Carnegie Mellon University
Richard Watts, Associate Professor of French, University of Washington, Seattle
Rick McCormick, Professor of German, University of Minnesota
Rina Mazor, Teacher, Lexington High School (Mass.)
Robbie Aitken Professor, Sheffield Hallam University
Roberto Rey Agudo, Language Program Director, Dartmouth College
Robin Ellis, Assistant Professor of German, William & Mary
Rosemarie Peña, Ph.D., President, Black German Heritage & Research Association
Rosemary Nolan, French Teacher, 9 -12
Ruxandra Guidi, Assistant Professor of Practice, University of Arizona
Ryan P. Casey
S. Dion, Ph.D. candidate, University of New Hampshire
Sally Kessler, Graduate Student, University of MN
Samantha Pittenger, MEd
Sandra Valnes Quammen, Duke University
Sara Chao, Educator in IL
Sara Lennox, Professor Emerita, University of Massachusetts Amherst
Sarah Colvin, University of Cambridge, UK
Sarah Djos-Raph
Sarah Gamalinda, Ph.D. Candidate and Instructor, University of Wisconsin - Madison
Sarah Glasco
Sarah Nelson, Associate Professor, University of Idaho
Sarah Tardivon, French Teacher, Ursuline Academy
Savannah Champion, Graduate Student, UMass Amherst
Sebastian Cordoba, PhD
Seth Peabody, Assistant Professor of German, Carleton College
Sharon Meilahn Bartlett, PhD
Sheer Ganor, Assistant Professor of history, U of Minnesota, Twin Cities
Siham Bouamer, Ph.D., Assistant Professor, Sam Houston State University
Simone Pfleger, Ph.D., Assistant Professor, University of Alberta
Sonja Fritzsche, Associate Dean, Michigan State University
Sonja Stojanovic, Assistant Professor of French, University of Notre Dame
Sophia Khadraoui-Fortune, Ph.D., Assistant Professor, California Lutheran University
Stephanie Galasso, Ph.D., Schroeder Research Associate in German, University of Cambridge
Stephanie Kasten - Springside Chestnut Hill Academy
Stephanie Schechner, Ph.D., Professor, Widener University
Steven Kurtz, PhD candidate and GSI, University of Michigan
Subha Xavier, PhD, Associate Professor, Emory University
Susan Tamasi, PhD, Professor of Pedagogy, Emory University
Susanne Fuchs, Wellesley College
Suzuko Knott, Associate Professor of German Studies, Connecticut College
T. Simmons
Tammis Thomas, Ph.D., Professor, University of Houston Downtown
Tanja Nusser, Associate Professor, University of Cincinnati
Termy Cornall, student and staff, Monash University
Thurka Gunaratnam, OCT, B.A, B.Ed
Tiffany Florvil, Ph.D., Associate Professor, University of New Mexico
Tracy Rutler, Ph.D., Professor, Pennsylvania State University
Travis Gratteau-Zinnel, PhD Student, Iowa State University/US K-12 practitioner
Treena Larson
Trevor Kenny, Montclair State University
Tyler Rowe, PhD student and TA, University of Wisconsin - Madison, Department of French and Italian
Tyson Seburn, MA, Lecturer, University of Toronto
V., Ph.D., Adjunct Assistant Professor, Portland State University
Valentina Frasisti, PhD at Harvard RLL
Vanessa Borilot, instructor, Elizabethtown College
Vanessa Plumly, Ph.D., Assistant Professor of German, Lawrence University
Vasundhara Gautam, Speech Recognition Engineer, Dialpad Inc.
Véronique Sumbu, French Teacher
Victor Putinier
Vijay Ramjattan, PhD
Wenhao Diao, Associate Professor, University of Arizona
Yannleon Chen
Yung-Hsing Wu, Professor of English, U. Louisiana at Lafayette
Citations and Acknowledgements:
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Beck, M., & Malley, J. (1998). A pedagogy of belonging. Reclaiming Children and Youth, 7(3), 133.
Darvin, Ron, and Bonny Norton. (2015). Identity and a model of investment in applied linguistics. Annual Review of Applied Linguistics, 35, 36-56.
Gill-Peterson, J. (2018). Histories of the Transgender Child. University of Minnesota Press.
Goodenow, C. (1993). The psychological sense of school membership among adolescents: Scale development and educational correlates.Psychology in the Schools, 30(1), 79-90.
Hatzenbuehler, M. (2011). The social environment and suicide attempts in lesbian, gay, and bisexual youth. Pediatrics, 127, 896-903.
Hatzenbuehler, M., Birkett, M., Van Wagenan, A., & Meyer, I. H. (2014). Protective school climates and reduced risk for suicide ideation in sexual minority youths. American Journal of Public Health, 104, 279-286.
Hatzenbuehler, M., & Keyes, K. M. (2013). Inclusive anti-bullying policies and reduced risk of suicide attempts in lesbian and gay youth. Journal of Adolescent Health, 52, S21-6.
Hatzenbuehler, M., & McLaughlin, K. A. (2014). Structural stigma and hypothalamic-pituitary-adrenocortical axis reactivity in lesbian, gay, and bisexual young adults. Annals Behavioral Medicine, 47, 39-47.
Knisely, K. (2016). Language Learning and the Gendered Self: The Case of French and Masculinity in a US Context. Gender and Language 10(2), 216-239. doi: 10.1558/genl.v10i2.19810
Knisely, K. (2021a). A Starter Kit for Rethinking TGNC Representation and Inclusion in French L2 Classrooms. In E.N. Meyer & E. Hoft-March (Eds.) Teaching Diversity and Inclusion: Examples from a French-Speaking Classroom. Routledge.
Knisely, K. (2021b). Teaching trans: The Impetus for trans, non-binary, and gender non-conforming inclusivity in L2 classrooms. In K. Davidson, S. Johnson, & L. Randolph (Eds.) How We Take Action: Social Justice in K-16 Language Classrooms. Information Age.
Knisely, K. and Paiz, J.M. (2021) Bringing Trans, Non-binary, and Queer Understandings to Bear in Language Education. Critical Multilingualism Studies, 9.
Kosciw, J. G., Palmer, N. A., Kull, R. M., & Greytak, E. A. (2013). The effect of negative school climate on academic outcomes for LGBT youth and the role of in-school supports. Journal of School Violence, 12, 45-63.
Levitt, H. M., et al. (2009). Balancing dangers: GLBT experience in a time of anti-GLBT legislation. Journal of Counseling Psychology, 56, 67-81.
Malatino, H. (2020). Trans Care. University of Minnesota Press.
McGuire, J. K., Anderson, C. R., Toomey, R. B., & Russell, S. T. (2010). School climate for transgender youth: A mixed method investigation of student experiences and school responses. Journal of Youth and Adolescence, 39, 1175-1188.
Perez-Brumer, A. G., Hatzenbuehler, M., Oldenburg, C., & Bockting, W. (2014). State-level structural stigma and suicide attempts among transgender individuals. Conference paper at the 142nd American Public Health Association Annual Meeting and Exposition.
Puckett, J. A., Maroney, M. R., Wadsworth, L. P., Mustanski, B., & Newcomb, M. E. (2020). Coping with discrimination: The insidious effects of gender minority stigma on depression and anxiety in transgender individuals. Journal of clinical psychology, 76(1), 176-194. https://doi.org/10.1002/jclp.22865
Ricard, N. C., & Pelletier, L. G. (2016). Dropping out of high school: The role of parent and teacher self-determination support, reciprocal friendships and academic motivation. Contemporary Educational Psychology.
Taylor, C. & Peter, T., avec McMinn, T.L., Elliott, T., Beldom, S., Ferry, A., Gross, Z., Paquin, S. et Schachter, K. (2011). Every class in every school: The first national climate survey on homophobia, biphobia, and transphobia in Canadian schools. Final report. Egale Canada Human Rights Trust.
Note: We wish to acknowledge and express gratitude to Drs. Harper Keenan, Z Nicolazzo, and Kevin Kumashiro, as well as Drs. Jae Puckett and Kris Knisely whose research and 2021 and 2017 letters, respectively, substantially informed the writing of this statement.
