Abstract In the United Kingdom, trans and gender-diverse children are increasingly visible within the school system. We examined data obtained from 23 parents who are supportive of their trans and gender-diverse children. We draw on the insights of Freire (2000), who suggested that critical education in its widest sense is a basic element of progressive social change. Parents face interpersonal and structural limit-situations (Freire, 2000) while supporting their children in school cultures. But it is often parents teaching educators about trans and gender-diverse children producing changes to how schools are altering their practices in relation to (trans) gender. Nonetheless, many schools are advocating for trans and gender-diverse children in reactive ways, rather than having clear procedures and strategies in place. Parents welcome the dialogical flexibility this allows, but find the situation demanding and time consuming. However, parents have many concerns about bullying and peer pressure, which emphasizes their ability to only partly ensure the protection of their children at school. The importance of parents’ and children’s knowledge derived from their life experiences, and which they bring with them to school cultures is challenging gendered-limit-situations and the perception about who has the right to determine gender in school.

中文翻译：

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学校文化与跨性别和跨性别儿童：父母的观点

摘要在英国，跨性别和性别多样化的儿童在学校系统中的可见度越来越高。我们检查了从23位支持其跨性别和性别多样化的孩子的父母那里获得的数据。我们借鉴弗雷雷（Freire，2000）的见解，弗雷雷（Freire）（2000）提出，广义上的批判教育是社会进步的基本要素。父母在支持孩子学习学校文化的同时，面临着人际关系和结构上的局限性（Freire，2000）。但是，通常家长会教给教育工作者有关跨性别和性别多样化的孩子的信息，从而改变学校改变与（跨性别）性别有关的习俗的方式。但是，许多学校主张采取反动方式来倡导跨性别和性别多样化的儿童，而不是制定明确的程序和策略。家长欢迎这种允许的对话灵活性，但是却发现情况严峻且耗时。但是，父母对欺凌和同伴压力有很多担忧，这强调了他们只能部分确保对孩子的保护。父母和孩子从他们的生活经历中汲取的知识以及他们带入学校文化中的重要性正在挑战性别限制的情况以及对谁有权在学校确定性别的看法。