Trans Studies in K-12 Education : Creating an Agenda for Research and Practice
Book Details
Format
Paperback / Softback
ISBN-10
1682537803
ISBN-13
9781682537800
Publisher
Harvard Educational Publishing Group
Imprint
Harvard Educational Publishing Group
Country of Manufacture
GB
Country of Publication
GB
Publication Date
Oct 18th, 2022
Print length
256 Pages
Weight
288 grams
Dimensions
22.80 x 15.30 x 1.60 cms
Ksh 5,050.00
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Offers a comprehensive examination of how gender is manifested in the educational context. Gathering a wealth of evidence, the book’s contributors expose the prevailing norm of gendered environments, which are entrenched in the very design and execution of educational research.
A vital inquiry into trans issues in education, this compelling work argues for the design of education research, policies, and environments that honor all gender experiences and identities.
Edited by two prominent figures in trans studies, Mario I. SuÁrez and Melinda M. Mangin, Trans Studies in K–12 Education brings together scholars and professionals representing a range of academic traditions, research methodologies, and career backgrounds to explore why and how schools should affirm gender diversity and challenge gender-based inequities.
The collection offers a comprehensive examination of how gender is manifested in the educational context. Gathering a wealth of evidence, the book’s contributors expose the prevailing norm of gendered environments, which are entrenched in the very design and execution of educational research. The collection also lays out a critical overview of US laws and policies related to gender equity, gender identity, and gender expression and how these frameworks impact educational environments. These findings draw attention to deficit-oriented, pathologizing ideologies that surround nonconforming gender identities and the detrimental, often traumatizing effects on transgender students and educators.
Throughout, the contributors recommend methods for establishing gender-affirming research, policy, and practice. They outline the sociopolitical and legal pathways that trans and nonbinary students and school employees may use to secure education and workplace rights. They discuss the positive gains made by professional development for teachers, LGBTQ+ advocacy, and community programs that successfully support transgender and gender-nonconforming individuals.
Ultimately, the volume highlights the promise of creating K–12 education spaces that are liberating rather than constraining.
Edited by two prominent figures in trans studies, Mario I. SuÁrez and Melinda M. Mangin, Trans Studies in K–12 Education brings together scholars and professionals representing a range of academic traditions, research methodologies, and career backgrounds to explore why and how schools should affirm gender diversity and challenge gender-based inequities.
The collection offers a comprehensive examination of how gender is manifested in the educational context. Gathering a wealth of evidence, the book’s contributors expose the prevailing norm of gendered environments, which are entrenched in the very design and execution of educational research. The collection also lays out a critical overview of US laws and policies related to gender equity, gender identity, and gender expression and how these frameworks impact educational environments. These findings draw attention to deficit-oriented, pathologizing ideologies that surround nonconforming gender identities and the detrimental, often traumatizing effects on transgender students and educators.
Throughout, the contributors recommend methods for establishing gender-affirming research, policy, and practice. They outline the sociopolitical and legal pathways that trans and nonbinary students and school employees may use to secure education and workplace rights. They discuss the positive gains made by professional development for teachers, LGBTQ+ advocacy, and community programs that successfully support transgender and gender-nonconforming individuals.
Ultimately, the volume highlights the promise of creating K–12 education spaces that are liberating rather than constraining.
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