Document Type

Article

Publication Date

2018

Publication Title

Sex Education

Volume

18

Issue

4

First Page

449

Last Page

463

DOI

https://doi.org/10.1080/14681811.2017.1411254

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.

Comments

This is the author's final manuscript version of this article. See here for the published version: https://doi.org/10.1080/14681811.2017.1411254

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