ABSTRACT

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.

摘要

在本文中，我们提供了理论上的经验见解，以支持学校中的跨性别学生的行政和教学方法，这些方法依赖于个性化和权利的基本理性。我们利用跨性别认识论框架和政治理论来解决自由个人主义的局限性，以提供对安大略省一所特定学校如何构思和实施跨性别包容和认可的见解。我们的案例研究促成了一个新兴的研究机构，该机构记录了教育工作者的观点，以应对学校中跨性别青年的知名度不断提高以及对他们经历的日益认识，这些经历突出了继续影响提供支持的体制和系统障碍对于教育系统中的跨性别学生。