Inclusive pedagogies for transgender and gender diverse children: parents’ perspectives on the limits of discourses of bullying and risk in schools

Abstract

Ullman (2021): Inclusive pedagogies for transgender and gender diverse children: parents' perspectives on the limits of discourses of bullying and risk in schools, Pedagogy, Culture & Society,

Attitudes toward Transsexuality, Empathy, and Bullying in Young Population

“…This bullying is characterized by teasing, insults, and physical aggression. [ 25 ] recounted the experiences of bullied transgender students as well as their parents. Regarding the pedagogy of containment, it is important to reflect on the protection of identified students since such students will always be likely to be questioned and have to suffer the consequences of existing in today’s society.…”

“…Ref. [ 25 ] described in their research how schools tend to focus on informing students, teachers, and families about the existence of transgender students in a superficial and careless manner. They limit themselves to trying to accept and integrate them instead of talking and informing about, for example, the differences between gender identity and sex that is assigned at birth.…”

“…However, Ref. [ 25 ] talked about the pedagogy of containment, in which schools try to restrict and contain knowledge about affective-sexual and gender diversity to manage the risks of putting such issues on the table. Dealing with this information in an informative manner and creating a safe space in schools that sets a precedent is retained with the aim that the identified student does not suffer the consequence of being in the spotlight.…”

Digital Change and Marginalized Communities: Changing Attitudes Towards Digital Media in the Margins

“…Such an approach must be integrated into a pedagogical effort to reduce marginalization. Media education work to build digital trust can be subsumed under the goal of inclusive and media-friendly teaching [34]. There are two normative demands that are associated with this.…”

“…There are different concepts that integrate technical and pedagogical or technical, pedagogical, and media aspects in teaching [36] [37].But equipping teachers with an awareness to diversity and inclusion additionally requires a normative orientation mediated by arguments [38]. Thus, technical skills, pedagogical skills, and individual attitudes need to be supported by normative ethics that enable teachers to identify problem areas of digital media use and communicate them through argument [34]. To this end, reference should be made here to another current model as a foil for integrating technical, pedagogical, media, and ethical aspects in classroom work on digitalization and marginalization.…”