Transgender People and Education

ISBN-13: 9781349957927 / Angielski / Miękka / 2018 / 195 str.

Clare Bartholomaeus; Damien W. Riggs

Recenzje

"Transgender People in Education is highly informative and practical. ... this book is very relevant to the full range of people who work in education. However, and importantly, its practical and accessible nature makes it an essential read for every pre-service and practising teacher. There is much need in education for increased professional development related to transgender people in order to ensure that educational sites provide equitable and inclusive learning, teaching and working spaces for all." (Tania Ferfolja, Journal of LGBT Youth, Vol. 16 (3), 2019)

"The book ... provide a thorough overview of the often widely-ranging interdisciplinary scholarship of our field. I would consider this an essential volume for gender and childhood scholars, but also for anyone working with and supporting transgender people in schools: the resources provided are far-ranging and can benefit any reader." (Sally Campbell Galman, Gender and Education, November 16, 2018)

Spis treści

1. Introduction

2. Transgender Young People

3. Cisgender Young People

4. Cisgender Parents

5. Transgender Parents

6. Educators

7. School Counselors

8. Conclusion

O autorze

Clare Bartholomaeus is a 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. 

Blurb

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.