ABSTRACT

This paper reports on an Australian national investigation of parents of school-aged children attending government schools. The research objective was to ascertain what parents thought in relation to gender and sexuality diversity-related content inclusions in the curriculum, and how a subset of these parents who had a gender and sexuality diverse (GSD) child, experience the public education system for/with their child. Here, we particularly focus on the voices of parents with a transgender or gender-diverse (TGD) child. We examine how these young people are positioned in discourses of risk and safety and how discrimination is depoliticised through bullying discourse. We note how bullying is framed as individualised, leaving broader cisnormative discourses unquestioned. A pedagogy of containment places the burden of gender identity, relationship management and education on the TGD student and family, highlighting a need for more professional development of school personnel.

摘要

本文报道了澳大利亚对就读公立学校的学龄儿童家长进行的全国调查。研究目标是确定家长对课程中性别和性多样性相关内容的看法，以及这些拥有性别和性多样性 (GSD) 孩子的父母的子集如何体验公共教育系统的/与他们的孩子。在这里，我们特别关注有跨性别或性别多元化 (TGD) 孩子的父母的声音。我们研究了这些年轻人在风险和安全话语中的定位，以及歧视如何通过欺凌话语去政治化。我们注意到欺凌是如何被定义为个性化的，从而使更广泛的顺式规范话语毫无疑问。遏制教学法增加了性别认同的负担，