Mapping transgender<i>policyscapes</i>: a policy analysis of transgender inclusivity in the education system in Ontario

Martino, Wayne; Airton, Lee; Kuhl, Diana; Cumming-Potvin, W.

doi:10.1080/02680939.2018.1478992

Cited by 23 publications

(18 citation statements)

References 33 publications

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“…Bill C-16 ( 2016 )—a federal government sponsored bill that prohibits discrimination on the basis of gender identity and gender expression—was introduced into the House of Commons in May 2016. In this sense, it is significant to understand that Ontario, as a province, has been far more progressive in its consideration of trans and gender diversity with respect to law and policy, and as such, so have the provincially governed secular school boards (Martino et al, 2019 ).…”

Section: Trans-inclusive School Board Policies Within the Ontario Legislative Contextmentioning

confidence: 99%

Supporting Transgender Inclusion and Gender Diversity in Schools: A Critical Policy Analysis

Omercajic

Martino

2020

Front. Sociol.

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In this article, we conduct a policy analysis of transgender affirmative policies in Ontario and examine their implications for addressing gender justice and gender democratization in the school system. By adopting a case study approach, we provide a critical analysis of these policies and of how stakeholders with familiarity and knowledge of trans-affirmative policies from two school boards in Ontario are making sense of their impact with respect to addressing trans inclusion in schools. As such, our study offers insight into two trans-affirmative policies and their implications for both supporting transgender, gender non-conforming and non-binary students and envisioning gender-expansive education in the school system. We draw on interviews with key informants-two teachers and a school board official-as a basis for reflecting on the need to move beyond a discourse of accommodation in trans inclusive policies to one that explicitly articulates a pedagogical commitment to gender justice and gender democratization in schools.

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Section: Trans-inclusive School Board Policies Within the Ontario Legislative Contextmentioning

confidence: 99%

Supporting Transgender Inclusion and Gender Diversity in Schools: A Critical Policy Analysis

Omercajic

Martino

2020

Front. Sociol.

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“…5. Western countries such as the UK, Germany and Canada have taken extensive policy initiatives in the education sector for transgender inclusivity which are well documented in literature (Hudson-Sharp, 2018; Martino et al, 2018; Peter Matthews, 2019, and the pioneer work by Kristina Olson [2015, 2018] on gender development and cognition in GVC).…”

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confidence: 99%

Gender Variant Children and Institutional Arrangements: Exploring the Phenomenon from South Asian Perspective

Tiwari

2020

South Asian Survey

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This paper explores and assesses the presence/absence of institutional arrangements in educational settings for addressing the concerns of gender-variant children (GVC) through a sample survey of schools in the three-country context of India, Sri Lanka and Nepal. This research highlights the need for effective regulatory, normative and cognitive structures to address issues of childhood gender variance. With a contextual analysis of recent developments and comprehensive study of data reports in the three countries, the study analyses multiple dimensions of discrimination and bullying of GVC in educational settings. Using qualitative and quantitative methods, this paper highlights causes and issues associated with the problems of GVC as well as affirmative actions and institutional practices required to be implemented in schools in the three-country context. The results and findings provide evidence that academic institutions in India, Sri Lanka and, to some extent, Nepal lack institutional mechanisms to address issues of homophobia, abuse by peer group, mental health issues, emotional challenges, social discrimination, lack of opportunities, lack of monitoring and counselling, micro-level engagements and high dropouts of GVC. This study also charts out futuristic agenda, such as comprehensive mapping of GVC in schools, implementation of effective counselling mechanism, the need to create and adopt basic reference module for educators around gender diversity and variance.

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“…Moreover, the amendment underscored the importance of “a whole school approach” to being effective for queer and trans students “in creating a positive school climate and preventing inappropriate behaviour” (see also Luecke, 2018; Omercajic, 2022; Ullman, 2015). In fact, the Accepting Schools Act mandated that all publicly funded schools allow students to form GSAs (Gender and Sexuality Alliances) at their schools, a stipulation that has not been without controversy because of Catholic school board resistance 4 (Martino et al, 2019).…”

Section: Ontario Policy Contextmentioning

confidence: 99%

“…Given this research, we wanted to learn more about educators’ awareness and understanding of trans-inclusive policies in schools and the extent to which such policies were informing practice. Our purpose was to generate knowledge and understanding of trans-inclusive policies in a context in which anti-discrimination, on the basis of gender identity and gender expression, is enshrined in the Ontario Human Rights Code (OHRC) and Canadian Charter of Rights and Freedoms (Bill C-16, 2016; Ontario Human Rights Commission, 2014; Martino et al, 2019). We bring a critical trans political lens to our analysis and framing of the study, which, as Spade (2015) noted, is less concerned with the law and policy, and more with the “administrative functions” and enactment of such policies.…”

Section: Introductionmentioning

confidence: 99%

“We Have No ‘Visibly’ Trans Students in Our School”: Educators’ Perspectives on Transgender-Affirmative Policies in Schools

Martino

Omercajic

Kassen

2022

Teachers College Record: The Voice of Scholarship in Education

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Background/Context: In Ontario, and Canada more broadly, anti-discrimination on the basis of gender identity and gender expression is enshrined in the Ontario Human Rights Code and the Canadian Charter of Rights and Freedoms, which have required schools to address trans inclusion. However, the ways in which educators understand or enact these policies, and whether they are even aware of them, remain largely underexplored. Purpose/Research Question/Focus of Study: Our purpose was to learn more about educators’ awareness and understanding of trans-inclusive policies in schools and the extent to which such policies were informing practice. Participants: While this research is based on survey data comprising 1,194 respondents, this article examines comments provided about trans-affirmative policy from 463 educators. Research Design: This study involves large-scale survey research conducted on 1,194 educators in Ontario K–12 schools; the survey was disseminated via social media and educational affiliates. We draw primarily on the qualitative data component of the survey, where educators provided detailed comments about and insights into trans-inclusive policies. We employed a reflexive approach to coding and thematic analysis to identify key themes. Findings/Results: Although our quantitative data depicted a favorable assessment of support for trans-affirmative policies—94% of respondents found their school’s policy to be very or somewhat relevant—our findings highlight a discrepancy between policy and practice, and a lack of commitment to addressing cisgenderist, cisnormative, and cissexist systems. The themes that emerged from our coding and analysis of the qualitative data were: (1) educators’ understanding of policy as accommodation; (2) individualized approaches to trans inclusion; (3) lack of administrative support and intervention; (4) the gap between policy and practice; (5) transphobic and cissexist resistance to supporting gender diversity; (6) the need for trans-affirming and gender-expansive curriculum, and (7) the problem of generalized approaches to equity and acceptance of diversity. In addition, we discuss several educator comments that raise important questions about race and the need for intersectional approaches to addressing equity and trans inclusion in schools. Conclusions/Recommendations: We advocate for a paradigm shift with respect to the necessity of employing a trans epistemological framework that addresses the need for gender-expansive education which focuses on the harmful effects of cisgenderism, cisnormativity, and cissexism in the education system. Central to addressing gender justice and trans marginalization in schools for all students, we conclude, is the need for policy makers to ensure accountability and budgetary allocation for the provision of resources and professional development for educators in schools.

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Mapping transgenderpolicyscapes: a policy analysis of transgender inclusivity in the education system in Ontario

Cited by 23 publications

References 33 publications

Supporting Transgender Inclusion and Gender Diversity in Schools: A Critical Policy Analysis

Supporting Transgender Inclusion and Gender Diversity in Schools: A Critical Policy Analysis

Gender Variant Children and Institutional Arrangements: Exploring the Phenomenon from South Asian Perspective

“We Have No ‘Visibly’ Trans Students in Our School”: Educators’ Perspectives on Transgender-Affirmative Policies in Schools

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