Esethu Monakali
Doctoral student
‘Lose the Act’ : pedagogical implications drawn from transgender and non-binary learners’ experiences of schooling
Author
Summary, in English
The majority of LGBT research in schools has focused almost exclusively on sexuality diversity, leaving the experiences of transgender and gender diverse youth a much neglected area of scholarly inquiry. Using qualitative in‐depth interviews, we explore the schooling experiences of transgender and non-binary youth in South Africa. Our findings highlight that transgender and non-binary youth face hostile schooling climates where discrimination, misgendering and exclusion punctuate their experience of schooling. What also emerges is that they are expected to forego their felt gender embodiment and expression and assimilate to the dominant cisnormative schooling culture. Our research, a first of its kind on trans and non-binary school attending youth in South Africa, has implications for educators, curriculum and pedagogy and points to the need for more work to understand how gender diverse youth can be supported in schools. It also points to the need for further studies that are inclusive of gender diverse youth.
Department/s
- Department of Gender Studies
Publishing year
2021
Language
English
Pages
715-731
Publication/Series
Pedagogy, Culture and Society
Volume
29
Issue
5
Document type
Journal article
Publisher
Routledge
Topic
- Gender Studies
Keywords
- gender diverse
- non-binary
- pedagogy
- schooling
- south africa
- Transgender
- transphobia
Status
Published
ISBN/ISSN/Other
- ISSN: 1468-1366