Transgender People and Education (eBook)

This book provides a comprehensive account of the educational experiences of students, parents, and educators-both transgender and cisgender-in the context of current debates about the inclusion of transgender people in schools. Drawing on critiques of cisgenderism and emphasizing the importance of a 'whole of school' approach, Transgender People and Education explores complex topics including sexuality education for transgender young people, teaching gender diversity, the journeys of cisgender parents of transgender children, the experiences of transgender parents and educators in schools, and the role of cisgender administrators, educators, and school counselors and psychologists in creating inclusive school cultures. Reporting on empirical analyses conducted by the authors, the book makes a unique contribution to thinking about gender diversity in schools and advocates for the broadening of educational approaches beyond narrow gender binaries. 

 

Clare Bartholomaeus is an adjunct research associate in the College of Education, Psychology and Social Work at Flinders University, South Australia.

Damien W. Riggs is an associate professor of social work at Flinders University, South Australia, and an Australian Research Council Future Fellow. 

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This book provides a comprehensive account of the educational experiences of students, parents, and educators-transgender and cisgender-in the context of current debates about the inclusion of transgender people in schools. Drawing on critiques of cisgenderism and emphasising the importance of a whole-of-school approach, Transgender People and Education explores complex topics including sexuality education for transgender young people, teaching about gender diversity, the journeys of cisgender parents of transgender children, the experiences of transgender parents and educators in schools, and the role of cisgender administrators, educators, and school counsellors and psychologists in creating inclusive school cultures. Reporting on empirical analyses conducted by the authors, the book makes a unique contribution to thinking about gender diversity in schools and advocates for the broadening of educational approaches beyond narrow gender binaries.