Omercajic Kenan, Martino Wayne
Faculty of Education, University of Western Ontario, London, ON, Canada.
Front Sociol. 2020 Apr 23;5:27. doi: 10.3389/fsoc.2020.00027. eCollection 2020.
In this article, we conduct a policy analysis of transgender affirmative policies in Ontario and examine their implications for addressing gender justice and gender democratization in the school system. By adopting a case study approach, we provide a critical analysis of these policies and of how stakeholders with familiarity and knowledge of trans-affirmative policies from two school boards in Ontario are making sense of their impact with respect to addressing trans inclusion in schools. As such, our study offers insight into two trans-affirmative policies and their implications for both supporting transgender, gender non-conforming and non-binary students and envisioning gender-expansive education in the school system. We draw on interviews with key informants-two teachers and a school board official-as a basis for reflecting on the need to move beyond a discourse of accommodation in trans inclusive policies to one that explicitly articulates a pedagogical commitment to gender justice and gender democratization in schools.
在本文中，我们对安大略省的跨性别肯定政策进行了政策分析，并探讨了这些政策对在学校系统中实现性别公正和性别民主化的影响。通过采用案例研究方法，我们对这些政策以及安大略省两个学校董事会中熟悉跨性别肯定政策的利益相关者如何理解这些政策在促进学校跨性别包容方面的影响进行了批判性分析。因此，我们的研究深入探讨了两项跨性别肯定政策及其对支持跨性别、性别不一致和非二元性别的学生以及设想学校系统中性别拓展教育的影响。我们借鉴了对关键信息提供者（两位教师和一位学校董事会官员）的访谈，以此为基础反思跨性别包容政策需要从一种迁就性的话语转向明确表达对学校性别公正和性别民主化的教学承诺。
