"Oh Yeah--Is She a He-She?" Female to Male Transgendered Pupils in the Formal and Informal Cultures of an English Secondary School

Autor/in	O'Flynn, Sarah
Titel	"Oh Yeah--Is She a He-She?" Female to Male Transgendered Pupils in the Formal and Informal Cultures of an English Secondary School
Quelle	In: Pedagogy, Culture and Society, 24 (2016) 3, S.431-444 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1468-1366
DOI	10.1080/14681366.2016.1194311
Schlagwörter	Foreign Countries; Sexual Identity; Secondary School Students; Masculinity; Femininity; Single Sex Schools; Peer Acceptance; Bullying; Social Isolation; School Culture; Gender Issues; Student Experience; Admission Criteria; Case Studies; Self Actualization; Student Empowerment; Social Theories; Gender Bias; Observation; United Kingdom (London) + Suchen Sie Ihr Suchwort? Ausland; Geschlechtsidentität; Sexuelle Identität; Sekundarschüler; Männlichkeit; Femaleness; Weiblichkeit; Single-sex schools; Single-sex classes; Single sex classes; Getrenntgeschlechtliche Erziehung; Schule; Mobbing; Soziale Isolation; Schulkultur; Schulleben; Geschlechterfrage; Studienerfahrung; Admission; Admission procedures; Zulassungsbedingung; Zulassungsverfahren; Zulassung; Case study; Fallstudie; Case Study; Self actualisation; Selbstverwirklichung; Studienberechtigung; Gesellschaftstheorie; Geschlechterstereotyp; Beobachtung
Abstract	Recent research suggests that trans* pupils are subject to much trans-exclusionary practice in schools and find there is little positive change in attitudes, despite statutory requirements and greater recognition of trans* identities. This paper explores the ways in which two female to male trans* pupils in a London girls' school were excluded in ways that were the result of both formal and informal policies, practices and cultures. First, I explore the use of school space, arguing that this was policed using processes of internment, refusal of recognition and bullying. This was implemented officially by the school and in pupil cultures. Second, these pupils also exposed how curriculum subjects are discursively cisgendered in schools, such that through their practices they inscribe gendered meanings on the body of the learner. Both pupils, therefore, had to negotiate learning gender conterminously with academic learning. Finally, I observe how staff saw these pupils as either abused or abusing. This research has implications for supporting trans* pupils in schools now. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01