Trans Children and the Necessity to Complicate Gender in Primary Schools

Autor/in	Neary, Aoife
Titel	Trans Children and the Necessity to Complicate Gender in Primary Schools
Quelle	In: Gender and Education, 33 (2021) 8, S.1073-1089 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Neary, Aoife)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0954-0253
DOI	10.1080/09540253.2021.1884200
Schlagwörter	LGBTQ People; Sexual Identity; Elementary School Students; Elementary School Teachers; Teacher Attitudes; Parent Attitudes; Social Bias; Sex Stereotypes; Gender Issues; Identification (Psychology); Foreign Countries; Ceremonies; Religion; Coping; Resilience (Psychology); United Kingdom (Northern Ireland) + Suchen Sie Ihr Suchwort? Geschlechtsidentität; Sexuelle Identität; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Lehrerverhalten; Elternverhalten; Geschlechterfrage; Ausland; Zeremoniell; Bewältigung
Abstract	Trans children have become more visible in primary schools in recent years. Arising from a qualitative study with twelve parents of trans children (aged 5-13) and six primary school educators in Ireland, this paper explores how trans children experience two very different forms of celebratory rituals that are entangled with life in primary schools: birthday celebrations and religious rituals. These rituals are experienced as moments of affectively intense rupture for trans children, moments that shunt the violence of the disciplinary framework of gender into view. Informed by theorizing on gender norms and affect, this paper makes visible the cruel conundrum of navigating a gender frame that acts violently but at the same provides the very terms through which trans identities can be asserted and apprehended. Ultimately, this paper provides an empirical illustration of the messiness of gender and argues for the necessity to complicate the framework of gender in primary schools. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01