Journal
EDUCATIONAL REVIEW
Volume 74, Issue 4, Pages 753-772Publisher
ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD
DOI: 10.1080/00131911.2020.1829559
Keywords
Transgender students; transgender inclusion; cisnormativity; cisgenderism; trans education; gender diversity and schooling
Categories
Funding
- SSHRC (Social Sciences Humanities Research Council Canada) [435-2015-0077]
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This article provides insights into administrative and pedagogical approaches to supporting transgender students in schools, highlighting the limitations of liberal individualism and rights in addressing transgender inclusion. The case study in Ontario contributes to research on educators' perspectives on trans youth in schools and systemic barriers impacting support for transgender students in the education system.
In this article, we provide theoretically informed empirical insights into administrative and pedagogical approaches to supporting transgender students in schools which rely on a fundamental rationality of individualisation and rights. We draw on trans epistemological frameworks and political theories that address the limits of liberal individualism to provide insights into how transgender inclusion and recognition are conceived and enacted in one particular school in Ontario. Our case study contributes to an emerging body of research that documents the viewpoints of educators in response to the increasing visibility of trans youth in schools and a growing awareness of their experiences which have highlighted the institutional and systemic barriers continuing to impact on the provision of support for transgender students in the education system. Overall, the case study serves as an illustrative exemplification of the problematic of trans inclusion when it is driven by a logics of liberal individualism and rights that fail to address broader forces of cisnormativity and cisgenderism.
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