Journal
EDUCATIONAL FORUM
Volume 80, Issue 1, Pages 34-47Publisher
ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD
DOI: 10.1080/00131725.2015.1102367
Keywords
LGBTQ studies; professional development; transgender students
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Schools are gendered cultural sites that leave little room for gender transgressions, let alone affirmation of a transgender child. This article examines how U.S. educators made meaning of teaching transgender students after attending professional development about transgender identity. Participants resisted gender-affirming pedagogy and fixated on the logistics of accommodating transgender students and keeping them safe. The authors argue that educators' failure to make structural changes is indicative of narrow interpretations of gender-inclusive schooling.
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