“It’s Non-Existent”: Haunting in Trans Youth Narratives about Naming

Sinclair-Palm, Julia

doi:10.58295/2375-3668.1102

Cited by 13 publications

(1 citation statement)

References 6 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…This special issue brings together a collection of articles and contributors from Australia, Canada, South Africa, the United Kingdom, and the United States. It contributes to an emerging body of research internationally that focuses on the experiences of transgender and gender diverse students in the education system, the institutional barriers that impede the creation of building trans-inclusive climates and safe spaces in schools for gender diverse students, and educators' responses to demands for recognition by trans students (Blackburn, 2021;Frohard-Dourlent, 2018;Jones et al, 2016;Kennedy, 2018;Luecke, 2011Luecke, , 2018Mangin, 2020;McBride & Neary, 2021;Martino et al, 2022;McGuire & Conover-Williams, 2010;miller, 2019;Neary, 2021;Paechter et al, 2021;Phipps & Blackall, 2021;Sinclair-Palm, 2017;Taylor & Peter, 2011;Travers, 2018;Ullman, 2021Ullman, , 2014. This research is important, especially given the long history that has erased the focus on the "T" in studies purporting to focus on LGBT students in schools (Greytak et al, 2013).…”

Section: Introduction To the Special Issuementioning

confidence: 99%

Supporting Transgender Students and Gender-Expansive Education in Schools: Investigating Policy, Pedagogy, and Curricular Implications

Martino

2022

Teachers College Record: The Voice of Scholarship in Education

View full text Add to dashboard Cite

Context/Background: This article provides an introduction to the special issue. It includes an overview of a collection of articles from scholars across the globe who are committed to deepening an understanding of the experiences of trans students and gender-expansive education in schools. The special issue grew out of concerns about the need to investigate a trans studies–informed approach to addressing trans marginalization that attends to questions of both gender and racial justice in K-12 schools—an approach that is much needed in the field. The special issue also emerges, and needs to be contextualized, in response to the current conditions of resurgent far-right extremism, with its accompanying anti-trans and white supremacist rhetoric. Purpose: The purpose of this article is to provide both an introduction to the special issue and a rationale for its conception. It serves as an orientation to reading of the special issue as a whole, functioning as a synthesizing introduction: a point of reference and lens through which to situate the contributing articles in a dialogic relation to mark a distinctive assemblage in the field both within and beyond the North American context.

show abstract