Introduction – Editorial introduction: naming new realities: supporting trans youth in education 1. “The student drives the car, right?”: trans students and narratives of decision-making in schools 2. Sex and gender in transition in US schools: ways forward 3. Sexua-romanticised pathways of transmasculine college students in the USA 4. Transgender young people’s narratives of intimacy and sexual health: implications for sexuality education 5. Finding possibilities in the impossible: a celebratory narrative of trans youth experiences in the Southeastern USA 6. Community support programme: support for Chinese trans* students experiencing genderism 7. ‘More than boy, girl, male, female’: exploring young people’s views on gender diversity within and beyond school contexts 8. New trans* visibilities: working the limits and possibilities of gender at school 9. Teachers’ professional learning to affirm transgender, non-binary, and gender-creative youth: experiences and recommendations from the field 10. Advocacy for gender minority students: recommendations for school counsellors 11. Trump, trans students and transnational progress
Jen Gilbert is Associate Professor of Education at York University in Toronto, Canada, doing research which focuses on gender and sexuality in schools, especially controversies surrounding sexuality education. Recent work includes Sexuality in School: The Limits of Education (2014), winner of the AERA Outstanding Book Award (Division B: Curriculum).
Julia Sinclair-Palm is an Instructor in Childhood and Youth Studies at Carleton University in Ottawa, Canada. In her research, she examines how trans youth forge new identities, imagine futures, and navigate structural inequalities in the midst of these larger, and sometimes restrictive, narratives about trans lives.
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