The Right to Space in Higher Education: Nonbinary and Agender Students' Navigation of Campus

Abstract

Through a critical spatial lens, we explored how nonbinary and agender students navigate the space of a college campus. Using narrative inquiry, we considered nonbinary and agender students' navigation in multiple ways—both as the literal navigation of physical place and as an always-in-process becoming with and in the place of higher education. Our findings include narratives of (a) relationality—in which participants described how connections between bodies and materialities produced spaces in particular ways, (b) multiplicity—in which layered and often contradicting narratives of place existed simultaneously, and (c) constructing identity—the interaction between external and internal identity developments and negotiations. This article moves research toward methods, implications, and theories that thoughtfully and intentionally reflect the multilayered experiences and identities of nonbinary and agender students.

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