From the literature, it is apparent that there is a lack of knowledge on the educators’ part about transgenderism (Case et al., 2009; Flores, 2014; Hellen, 2009). In fact, using the term “transgender” to encompass a variety of subgroups that fall within that category might in fact be part of the problem. By being “inclusive of the identities and experiences of some (or perhaps all) gender-variant, gender- or sex-changing, gender-blending, and gender-bending people,” the term lends itself to painting individuals of differing identities and experiences with a broad brush (Davidson, 2007, p. 60). Thus, in trying to reduce the risks that transgender children face, it seems logical for teachers to start by learning the different terminology and
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Firstly, had the teachers been more knowledgeable, it would have made them more attuned to the distinctions of identities, affording them the ability to not misuse the terms, enabling them to be sensitive to the child’s preferred terms (Case et al., 2009). And secondly, lacking access to knowledge seems like a petty justification in an age where one can unearth everything about anything on the internet. All these teachers would need to do is, type in these elusive terms in their preferred search engine, spend a couple of minutes, maybe hours surfing some websites, and knowledge would start trickling in. To illustrate this point, in the course of researching for this paper, the author typed in the word “Transgender” into the search engine Google. The second website that came up was isna.org, or The Intersex Society of North America, a comprehensive website on all non-binary forms of gender and sex, including terminology, differences therein, and links to other websites on the …show more content…
Firstly, it is important to mention that the transgender child craves to be understood, an understanding that makes them feel accepted. This has been proven to be a very important criterion for transgender youth, and is an important factor in predicting their well-being and psychological distress (Grossman, & D 'augelli). Having said that, being supportive without causing a ruckus is no longer an issue. It is possible for the teacher to be sensitive, caring, and understanding without stepping on the toes of the administration or parents. All this would require is that the educator be willing to learn about transgenderism on their own. Once they have acquired the knowledge, or perhaps part of the process of acquisition, they can reach out to the parent or parents of the transgender child, and learn from them, or even enlighten them with the recently gained understanding. In addition, the teachers can reach out to social workers and the like, and perhaps having them talk to other parents in the class about the issues revolving around the child. However, we seem to be a long way from being able to impose this tactic on teachers. But lest the educators think that being supportive is an option in the broad sense of the term, the discussion section of this paper concludes with a word of caution. As being understood is so important for transgender
Firstly, had the teachers been more knowledgeable, it would have made them more attuned to the distinctions of identities, affording them the ability to not misuse the terms, enabling them to be sensitive to the child’s preferred terms (Case et al., 2009). And secondly, lacking access to knowledge seems like a petty justification in an age where one can unearth everything about anything on the internet. All these teachers would need to do is, type in these elusive terms in their preferred search engine, spend a couple of minutes, maybe hours surfing some websites, and knowledge would start trickling in. To illustrate this point, in the course of researching for this paper, the author typed in the word “Transgender” into the search engine Google. The second website that came up was isna.org, or The Intersex Society of North America, a comprehensive website on all non-binary forms of gender and sex, including terminology, differences therein, and links to other websites on the …show more content…
Firstly, it is important to mention that the transgender child craves to be understood, an understanding that makes them feel accepted. This has been proven to be a very important criterion for transgender youth, and is an important factor in predicting their well-being and psychological distress (Grossman, & D 'augelli). Having said that, being supportive without causing a ruckus is no longer an issue. It is possible for the teacher to be sensitive, caring, and understanding without stepping on the toes of the administration or parents. All this would require is that the educator be willing to learn about transgenderism on their own. Once they have acquired the knowledge, or perhaps part of the process of acquisition, they can reach out to the parent or parents of the transgender child, and learn from them, or even enlighten them with the recently gained understanding. In addition, the teachers can reach out to social workers and the like, and perhaps having them talk to other parents in the class about the issues revolving around the child. However, we seem to be a long way from being able to impose this tactic on teachers. But lest the educators think that being supportive is an option in the broad sense of the term, the discussion section of this paper concludes with a word of caution. As being understood is so important for transgender