Johnson, Ben;
Mughal, Rabya;
(2024)
Towards a critical pedagogy of trans-inclusive education in UK secondary schools.
International Journal of Inclusive Education
10.1080/13603116.2024.2326612.
(In press).
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Abstract
School systems within the UK are embedded within cultures of normative gender narratives. Such cultures can create difficult environments for gender diverse young people which in turn contribute to poorer academic attainment and long-term health and wellbeing outcomes. In an attempt to understand how to foster better understanding within schools, we drew upon the lived experience of gender diverse young people. Using Interpretative Phenomenological Analysis (IPA), this research explored the experience of six transgender and non-binary young people who reflected on their experience of secondary education in the UK. Drawing on critical pedagogy as a theoretical framework, we found that: unsupportive school environments and relationships led to decreased mental health and feelings of Otherness; gender diversity was a contentious topic not found within curriculums; and teachers had the potential to create and foster positive experiences within a pedagogy of gender diverse affirmative partnership. To facilitate this, there is a need for institutional support allowing teachers to critically interrogate the structural embeddedness of cisgenderism in educational spaces, and within cultures of pathologised self-identified gender identities.
| Type: | Article |
|---|---|
| Title: | Towards a critical pedagogy of trans-inclusive education in UK secondary schools |
| Open access status: | An open access version is available from UCL Discovery |
| DOI: | 10.1080/13603116.2024.2326612 |
| Publisher version: | http://dx.doi.org/10.1080/13603116.2024.2326612 |
| Language: | English |
| Additional information: | This is an Open Access article distributed under the terms of the Creative Commons Attribution-NonCommercial-NoDerivatives License (http://creativecommons.org/licenses/by-nc-nd/4.0/), which permits non-commercial re-use, distribution, and reproduction in any medium, provided the original work is properly cited, and is not altered, transformed, or built upon in any way. The terms on which this article has been published allow the posting of the Accepted Manuscript in a repository by the author(s) or with their consent. |
| Keywords: | Transgender, non-binary, policy, secondary school, critical pedagogy |
| UCL classification: | UCL UCL > Provost and Vice Provost Offices > School of Life and Medical Sciences UCL > Provost and Vice Provost Offices > School of Life and Medical Sciences > Faculty of Life Sciences UCL > Provost and Vice Provost Offices > School of Life and Medical Sciences > Faculty of Life Sciences > Div of Biosciences UCL > Provost and Vice Provost Offices > School of Life and Medical Sciences > Faculty of Life Sciences > Div of Biosciences > Genetics, Evolution and Environment |
| URI: | https://discovery-pp.ucl.ac.uk/id/eprint/10189597 |
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