‘More than boy, girl, male, female’: exploring young people’s views on gender diversity within and beyond school contexts

Within and between heteronormativity and diversity: narratives of LGB teachers and coming and being out in schools

“…Hence, LGB teachers continue to exist in the margins of school, which adds a further dimension to Connell's (2015) argument that Pride, and the professionalism required of teachers are discordant. While recent work (Bragg et al 2018) suggests students are often aware of both diversity and heteronormativity in schools and can operate within and between them, in this study we suggest that pride in diversity for many LGB people is not present in the way that LGB teachers are framed. The LGB teacher is always already an outsider within school, and within this discursive framework is always already failing; failure being the narrative in which LGBTQ people are always already to be found (Halberstam 2011).…”

Non-binary and genderqueer: An overview of the field

“…It will form a good foundation for the further expansion of NBGQ studies. This expansion is needed, as little research exists in areas such as education (though see Bragg et al, 2018) and a dearth of knowledge in such policing and community safety, asylum and refugee rights, and social care.…”

“…187). Practices of binarism continue, for example the social erasure of third and other sex pronouns such as 'ze' (Nicolazzo, 2016) and the existence of gender binaried toilets and uniforms within schools (Bragg, 2018). Monro and Van der Ros (2017) demonstrate the way in which state apparatus and the medical establishment can operate to perpetuate a socially marginal position for non-binary people.…”

“…The last few years have witnessed a shift in the possibilities afforded for gender expression in some countries, however fragile and contingent this development might be. For instance Bragg et al (2018) in a UK study found 'expanded vocabularies of gender identity/expression…' (2018, pp.1). 'Non-inary' is now an increasingly recognised social identity in the UK, which has led to some changes in institutional norms and structures, for example the civil service adopting a non-binary identity option (see .…”

Play-Doh Vulvas and Felt Tip Dick Pics: Disrupting phallocentric matter(s) in Sex Education

“…The workshops were mostly conducted with friendship groups and arranged by convenience from the teacher, and often in "single gender" groupings. Gender identification is variable, but there is evidence that young people may discuss issues in sexuality education more openly with young people they feel more comfortable with and less embarrassed in front of (Hirst, 2004;Bragg et al, 2018). They therefore were mostly gendered groups of either girls and boys, although sometimes, due to friendship groups, space constraints, or choice, they were mixed-gender groups.…”