Educators' perceptions and pedagogy in supporting transgender and gender diverse children in early childhood education settings

  • Valenty Mai

Western Sydney University thesis: Master's thesis

Abstract

Transgender and gender diverse [TGD] issues have become increasingly visible in both the public and academic spheres. Transgender and gender diversity research is a burgeoning field of study although research focusing on young children in early childhood education contexts is limited. The current conservative socio-political landscape in Australia has resulted in TGD issues being viewed as controversial in the public arena and have consequently been excluded from educational curriculum frameworks. Given the recurrence of abuse and discrimination that TGD youth face in schools, there is a critical need to develop strategies and guidance for educators to help them support TGD children in educational contexts. This qualitative study is based on semi-structured interviews with ten (10) Australian early childhood education and care (ECEC) educators or directors. The study examines the strategies these educators or directors mobilise to support TGD children's identities and flexible expressions of gender identity. These strategies include consistent teamwork, developing partnerships with families, gender affirming language, critical reflection, children's literature, intentional teaching of respect and tolerance, encouraging all children to engage in a range of play based experiences and addressing transphobia immediately. The thesis also identifies the various discourses which underpin these educators' and directors' perceptions of TGD children, and the pedagogical practices employed when working with TGD children and families. The findings of the study reveal the value of children's literature and group discussions in deconstructing normative understandings of femininity and masculinity and raising awareness and respect for TGD children. Further, the research found that anti-bullying or 'including every child' approaches are insufficient in effectively supporting TGD children as they neglect significant points of difference and diversity that need to be recognised in order to interrupt systems of privileging, othering, marginalisation or oppression. This research makes a contribution to the identification of inclusive practices and policies that can improve the educational experiences of TGD children.
Date of Award2020
Original languageEnglish

Keywords

  • transgender children
  • gender-nonconforming children
  • early childhood education
  • Australia

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