| Description |
1 online resource (xx, 220 pages) : illustrations |
| Series |
Routledge critical studies in gender and sexuality in education 27 |
|
Routledge critical studies in gender and sexuality in education ; 27
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| Contents |
The washroom problem in schools : from heterotopia to trans-ing spaces for trans-affirming education -- Media, policy and activism : rethinking trans mis-representation and misrecognition through critical trans-ing -- Methodological conundrums and confessionals : accessing risky space, bracketing researcher reflexivity and accounting for trans onto-epistemologies -- From bathroom problem to bathroom project : a case study -- Mapping other school spaces as sites of regulation and refusal -- Gender expansive education and enhancing trans self-expression in schools -- Conclusion : enhancing gender expansive education and trans-informed frameworks in teacher education and educational research |
| Summary |
"Positing the washroom as an epistemological site which exemplifies the way in which school spaces govern how gender is experienced, normalized, and understood by youth, this text illustrates how current school policies and practices around bathrooms fail to dismantle cisnormativity and recognize trans lives. Drawing on media-policy analysis, empirical study, and arts-based methodologies, it demonstrates how school spaces must be re-thought via a trans-centred epistemology, to be reflected in teacher education, policy, and curricula. Beginning with a review of the theoretical constellation of the heterotopia and critical trans-ing informing the analysis of data, it moves to offer a critical media and policy analysis of how trans and gender diverse students are de-limited, erased, or harmed. This supported by analysis of empirical data from a school bathroom project, including student photographs of washrooms, and other visual expressions of gender diverse and gender complex individuals. These elements - the media-policy analysis, the empirical study, and the archival online material - ultimately combine to offer new justifications for critical trans-informed policies and practices in education that recognize and centre trans and gender diverse knowledges, expressions and experiences. Centering the specific and nuanced debates around trans issues via an innovative methodology, it makes a unique and extremely timely contribution to the debate on gender neutral bathrooms. As such, it will appeal to scholars, postgraduates, and faculty working in the area of gender and sexuality in education, with interests in trans issues"-- Provided by publisher |
| Bibliography |
Includes bibliographical references and index |
| Notes |
Jennifer Ingrey is an Assistant Professor in the Faculty of Education at the University of Western Ontario, Canada |
|
Description based on online resource; title from digital title page (viewed on June 26, 2023) |
| Subject |
Transgender youth -- Education -- United States
|
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Gender-nonconforming youth -- Education -- United States
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School buildings -- Restrooms -- Social aspects -- United States
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School environment -- Social aspects -- United States
|
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Gender-neutral toilet facilities -- United States
|
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EDUCATION / Educational Policy & Reform / General
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EDUCATION / Multicultural Education
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SOCIAL SCIENCE / Gender Studies
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Gender-neutral toilet facilities
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United States
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| Form |
Electronic book
|
| LC no. |
2023000148 |
| ISBN |
9781003004394 |
|
1003004393 |
|
9781000903348 |
|
1000903346 |
|
1000903303 |
|
9781000903300 |
|
