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ERIC Number: EJ1176895
Record Type: Journal
Publication Date: 2018
Pages: 15
Abstractor: As Provided
ISSN: ISSN-1468-1811
Teachers' Professional Learning to Affirm Transgender, Non-Binary, and Gender-Creative Youth: Experiences and Recommendations from the Field
Meyer, Elizabeth J.; Leonardi, Bethy
Sex Education: Sexuality, Society and Learning, v18 n4 p449-463 2018
This paper critically examines the professional learning needs called for by educators working to support transgender, non-binary, and gender-creative (trans) youth and makes recommendations for practice. Interviews were conducted with 26 educators (preschool to secondary) who have worked directly with trans students (any child whose behaviour does not match stereotypes for their sex category assigned at birth, or who identifies with a gender different from their sex category assigned at birth). We examine two new concepts related to professional learning and educator preparation that emerged from theorising the data and related literature: "pedagogies of exposure" and "culture of conversation." The limits and possibilities offered by these approaches are critically examined through the research base on teacher learning. Recommendations are made for teacher preparation, professional development and related practices to better create and sustain learning environments that affirm gender diversity.
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Preschool Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Canada
Grant or Contract Numbers: N/A