'I wasn't allowed to join the boys': The ideology of cultural cisgenderism in a UK school

This case-study analyses the experiences of a trans pupil and teacher in a UK- secondary school. It aims to better understand cultural cisgenderism in schools, the acceptance - or lack thereof - of gender expansiveness, and the extent to which school policies are useful to challenge cisnormative gen...

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Bibliographic Details
Published in:Pedagogy, culture & society culture & society, 2023-10, Vol.31 (5), p.1097-1114
Main Authors: Phipps, Catherine, Blackall, Christopher John
Format: Article
Language:English
Subjects:
cultural cisgenderism
Cultural Influences
Diversity
Education policy
gender
Ideology
Inclusive education
LGBTQ People
LGBTQ students
Physical Education
School Culture
School environment
School Policy
schools
Secondary School Students
Secondary School Teachers
Sexual Identity
Social Bias
Student Attitudes
Teacher Attitudes
Trans
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Summary:This case-study analyses the experiences of a trans pupil and teacher in a UK- secondary school. It aims to better understand cultural cisgenderism in schools, the acceptance - or lack thereof - of gender expansiveness, and the extent to which school policies are useful to challenge cisnormative gender regimes. Semi-structured interviews were conducted with the trans pupil and teacher and were analysed thematically. Document analysis of the school's equality and diversity policy was also conducted. Findings revealed that cultural cisgenderism and cisnormativity are embedded into the school culture, with gender structures evident in several areas, leading to trans marginalisation. There was also evidence that both teachers and pupils may contribute to exclusionary and reactive environments, where accommodations are provided only when a trans pupil is visible. This research may be useful for those working in schools to critique policies and practices and create positive change for trans pupils.
ISSN:1468-1366
1747-5104
DOI:10.1080/14681366.2021.2000012