• Login
    View Item 
    •   DORA Home
    • Faculty of Health and Life Sciences
    • School of Applied Social Sciences
    • View Item
    •   DORA Home
    • Faculty of Health and Life Sciences
    • School of Applied Social Sciences
    • View Item
    JavaScript is disabled for your browser. Some features of this site may not work without it.

    School Cultures and Trans and Gender Diverse Children: Parents' Perspectives

    Thumbnail
    View/Open
    Main article (553.2Kb)
    Date
    2019-08-10
    Author
    Davy, Zowie;
    Cordoba, Sebastian
    Metadata
    Show attachments and full item record
    Abstract
    In the United Kingdom, trans and gender-diverse children are increasingly visible within the school system. We examined data obtained from 23 parents who are supportive of their trans and gender-diverse children. We draw on the insights of Freire (2000), who suggested that critical education in its widest sense is a basic element of progressive social change. Parents face interpersonal and structural limit-situations (Freire, 2000) while supporting their children in school cultures. But it is often parents teaching educators about trans and gender-diverse children producing changes to how schools are altering their practices in relation to (trans) gender. Nonetheless, many schools are advocating for trans and gender-diverse children in reactive ways, rather than having clear procedures and strategies in place. Parents welcome the dialogical flexibility this allows, but find the situation demanding and time consuming. However, parents have many concerns about bullying and peer pressure, which emphasizes their ability to only partly ensure the protection of their children at school. The importance of parents’ and children’s knowledge derived from their life experiences, and which they bring with them to school cultures is challenging gendered-limit-situations and the perception about who has the right to determine gender in school.
    Description
    The file attached to this record is the author's final peer reviewed version. The Publisher's final version can be found by following the DOI link.
    Citation : Davy, Z., and Cordoba, S. (2019) School Cultures and Trans and Gender Diverse Children: Parents' Perspectives. Journal of GLBT Family Studies.
    URI
    https://www.dora.dmu.ac.uk/handle/2086/18319
    DOI
    https://doi.org/10.1080/1550428X.2019.1647810
    Research Institute : Institute of Health, Health Policy and Social Care
    Peer Reviewed : Yes
    Collections
    • School of Applied Social Sciences [2086]

    Submission Guide | Reporting Guide | Reporting Tool | DMU Open Access Libguide | Take Down Policy | Connect with DORA
    DMU LIbrary
     

     

    Browse

    All of DORACommunities & CollectionsAuthorsTitlesSubjects/KeywordsResearch InstituteBy Publication DateBy Submission DateThis CollectionAuthorsTitlesSubjects/KeywordsResearch InstituteBy Publication DateBy Submission Date

    My Account

    Login

    Submission Guide | Reporting Guide | Reporting Tool | DMU Open Access Libguide | Take Down Policy | Connect with DORA
    DMU LIbrary