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Rethinking School Spaces for Transgender, Non-binary, and Gender Diverse Youth

Jennifer Ingrey
€192.20
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Arts-based methodologies
arts-based methodology
Author_Jennifer Ingrey
Bathroom Access
Bathroom Problem
Black Trans
Category=JBSF3
Category=JNAM
Category=JNFK
Cisgender
Cisgender Researcher
Cisgenderism
Cisnormativity
cisnormativity critique
Contested Intelligibility
critical policy analysis
Critical Trans
Critical Trans Politics
empirical school research
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eq_nobargain
eq_non-fiction
eq_society-politics
Foucault
Gender Diverse People
Gender Diverse Students
Gender Diverse Youth
Gender Neutral Bathrooms
Gender studies
gender-inclusive education
Gendered subjectivity
Genderqueer
Grimm's Case
Heterotopia
heterotopia theory
intersectionality
LGBTQ Youth
Non-binary
Queer geography
School bathrooms
School spaces
School toilets
Sex Segregated Bathroom
Stall Door
Trans affirmation
Trans Bodies
Trans Embodiment
Trans Expression
Trans Folks
Trans Inclusion
Trans Pedagogies
Trans People
Trans people of color
Trans recognition
Trans rights
Trans Students
Trans studies
Trans Subject
Trans visibility
Trans Youth
Trans youth of color
trans-affirming school environments
Trans-ing pedagogies
Transgender studies
Washrooms

Product details

  • ISBN 9780367435738
  • Weight: 453g
  • Dimensions: 152 x 229mm
  • Publication Date: 21 Jun 2023
  • Publisher: Taylor & Francis Ltd
  • Publication City/Country: GB
  • Product Form: Hardback
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Description

Positing the washroom as an onto-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 position is 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.

Centring the specific and nuanced debates around trans phenomena via an innovative methodology, it makes a unique and extremely timely contribution to the debate on gender-inclusive bathrooms, as well as trans rights to self-identification. As such, it will appeal to scholars, postgraduates, educators, and faculty working in the area of gender and sexuality in education, with interests in trans phenomena.

About Jennifer Ingrey

Jennifer Ingrey is an Assistant Professor in the Faculty of Education at the University of Western Ontario, Canada.

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