Living a Fairy Tale: The Educational Experiences of Transgender and Gender Non-Conforming Youth in Northern Ireland

Autor/inn/en	McBride, Ruari-Santiago; Schubotz, Dirk
Titel	Living a Fairy Tale: The Educational Experiences of Transgender and Gender Non-Conforming Youth in Northern Ireland
Quelle	In: Child Care in Practice, 23 (2017) 3, S.292-304 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1357-5279
DOI	10.1080/13575279.2017.1299112
Schlagwörter	Foreign Countries; Homosexuality; Sexual Identity; Sexual Orientation; Mixed Methods Research; Student Experience; Adolescents; Student Surveys; Interviews; Youth; Social Attitudes; Social Bias; Educational Environment; Christianity; Self Determination; Intervention; Social Justice; Peer Relationship; Bullying; Gender Issues; United Kingdom (Northern Ireland) + Suchen Sie Ihr Suchwort? Ausland; Homosexualität; Geschlechtsidentität; Sexuelle Identität; Sexuelle Orientierung; Studienerfahrung; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Schülerbefragung; Interviewing; Interviewtechnik; Social attidude; Soziale Einstellung; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Christentum; Selbstbestimmung; Soziale Gerechtigkeit; Peer-Beziehungen; Mobbing; Geschlechterfrage
Abstract	This article investigates educational experiences of transgender and gender non-conforming (TGNC) youth living in Northern Ireland (NI) through a mixed-methods research design and analytical framework of heteronormativity. It draws on large-scale survey data which, for the first time in NI, captured the experiences of 16 year olds who identify as TGNC. This provides a baseline for the demographics of TGNC youth living in NI and the levels of homophobic and transphobic abuse they experience in school. Survey data are triangulated with findings from five qualitative interviews exploring the subjective experiences of TGNC youth in educational environments. Interview data reveal how heteronormativity is embedded in educational policies and practices. This institutionalisation of heteronormativity was found to be linked to the influence of conservative Christian values, which inhibit open and positive dialogue about TGNC and non-heterosexual identities, in educational domains. We show how educational environments shaped by heteronormativity and conservative Christian values serve to undermine the self-determination and freedom of expression of TGNC youth. In conclusion, we offer practical examples of counter-heteronormative interventions that will assist educators and schools in NI to develop empathetic practice and supportive environments that will erode the inequality and injustice TGNC youth experience in pedagogical institutions. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01