Privacy for all students? Talking about and around trans students in “public”

Transgender and gender expansive education research, policy and practice: reflecting on epistemological and ontological possibilities of bodily becoming

“…field which addresses how questions of trans informed gender justice are being understood, grappled with and enacted (Bartholomaeus and Riggs 2017;Forhard-Dourlent 2018;Human Rights Campaign and Gender Spectrum 2014;Ingrey 2012;Jones 2016;Martino and Cumming-Potvin 2017;Mayo 2017;Meyer and Leonardi 2018;Robinson et al 2014;Schindel 2008;Sinclair and Gilbert 2018;Smith and Payne 2016;Stiegler 2016;Ullman 2017). However, while acknowledging the necessity of the space that we have opened up for generating trans informed knowledge generation and insights into the enactment of gender democratization at both the policy and practice level, we are conscious of the limits of our efforts.…”

Methodology as Pedagogy: Trans Lives, Social Science, and the Possibilities of Education Research

“…7 Many of these studies address the urgent and necessary task of describing the challenges faced by trans youth and their families as subjects, and/or consider the policies and practices that schools might implement to support the immediate practical needs of students who specifically identify as trans (e.g., Abreu et al, 2020; Greytak et al, 2013; Mangin, 2020; McGuire et al, 2010; Meyer et al, 2016; Wyss, 2004). However, there has been somewhat less engagement with the literature produced in the larger field of trans studies as a conceptual lens or methodological guide in examining the historical, political, and/or epistemological underpinnings of how gender has been (re)produced as a dominant, stable, and binary category within U.S. K–12 schools (e.g., Jones, 2018; Kean, 2020; Keenan, 2017; Mayo, 2017; Stiegler, 2016; Suárez et al, 2018; Woolley, 2017) and teacher education (miller, 2016; Rands, 2009; Sifuentes, 2019). Furthermore, despite 30 years of interdisciplinary trans studies scholarship that has now shaped a variety of academic fields, there is scant evidence of shifts in general methodological practice surrounding the categorization and interpretation of gender in K–12 education research writ large.…”

Editors’ Introduction: Toward Trans Studies in K–12 Education

“…Within the United States, higher education researchers have led the way in developing a nascent body of work focused on trans collegiate experiences (see Catalano, 2015; Duran, Blockett, & Nicolazzo, 2020; Garvey, Mobley, Summerville, & Moore, 2019; Jourian, 2017; Nicolazzo, 2017; Stewart & Nicolazzo, 2018) and trans pedagogies in higher education (see Adair, 2015; Aguilar-Hernández & Cruz, 2020; Galarte, 2015; Malatino, 2015; Muñoz & Garrison, 2008; Platero & Drager, 2015; Wentling, 2015). Scholarship dedicated to trans knowledge and experiences is also developing in U.S.-based K–12 education research and addresses topics including trans pedagogies (Keenan, 2017, Miller, 2016), educators’ trans-supportive practices (Mangin, 2020a, 2020b), teachers’ experiences working with trans and/or gender-creative youth (Meyer, Tilland-Stafford, & Airton, 2016), queer and trans youth of color thriving in schools (Darling-Hammond, 2019), and the experiences of nonbinary student teachers (Iskander, 2021) (see also Gilbert & Sinclair-Palm, 2019; Kean, 2021; Keenan & Hot Mess, 2020; McQuillan, 2021; Stiegler, 2016; Suárez & Mangin, 2022). Continued growth of ethical, trans-informed education research has the potential for transforming harmful education structures and practices and may lead to more equitable educational spaces for all—especially trans students and educators.…”