Article

 

Teachers’ professional learning to affirm transgender, non-binary, and gender-creative youth: Experiences and recommendations from the field Public Deposited

https://scholar.colorado.edu/concern/articles/tx31qj401
Abstract
  • This article critically examines the professional learning needs called for by educators working to support transgender, non-binary, and gender-creative (trans) youth and makes recommendations for practice. Interviews were conducted with 26 educators (preschool to secondary) who have worked directly with trans students (any child whose behaviour does not match stereotypes for their sex category assigned at birth, or who identifies with a gender different from their sex category assigned at birth). We examine two new concepts related to professional learning and educator preparation that emerged from theorising the data and related literature: pedagogies of exposure and culture of conversation. The limits and possibilities offered by these approaches are critically examined through the research base on teacher learning. Recommendations are made for teacher preparation, professional development and related practices to better create and sustain learning environments that affirm gender diversity.
Creator
Date Issued
  • 2018-01-01
Academic Affiliation
Journal Title
Journal Issue/Number
  • 4
Journal Volume
  • 18
File Extent
  • 449-463
Subject
Last Modified
  • 2019-12-05
Resource Type
Rights Statement
DOI
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