The transformative potential of trans*-inclusive PE: the experiences of PE teachers

ABSTRACT

Transgender inclusion has become a prominent issue on the agendas of policy makers in education and sport in recent years. Despite this, teachers face continued challenges in providing inclusive experiences for transgender young people. This is particularly apparent in PE, which is a unique subject in its potential to perpetuate gender norms. There is a growing body of literature exploring LGBTQ+ issues in PE. However, there is a need to consider how trans* young people’s experiences may differ from their LGB counterparts. A small number of existing studies offer insight into the experiences of trans* youth in PE. However, comparatively little is known about the challenges faced by PE teachers in providing inclusive PE experiences for trans* young people. This paper presents a creative non-fiction monologue that reflects findings from seven interviews with secondary school PE teachers about their experiences of working with trans* young people. We draw on a ‘feminist-queer’ theoretical approach to examine the potential for PE pedagogies to reproduce, disrupt and transform binary gender discourse. Findings present three key themes: (1) teachers’ knowledge and understanding of trans* identities in PE; (2) trans* challenges to PE practice; and (3) moving towards trans*-inclusive PE. We conclude by arguing that the benefits of trans*-inclusive approaches to PE are far-reaching, and extend to all young people.

KEYWORDS:

• PE
• trans*
• inclusion
• queer
• feminist
• social justice

Disclosure statement

No potential conflict of interest was reported by the author(s).

Notes

1 For the purpose of this paper, we adopt the term ‘trans*’, which is widely regarded within the LGBTQ+ community as an inclusive term to define individuals whose gender identities are perceived as different from the gender norms typically associated with the sex they were assigned at birth. This may include people who identify as transgender, transexual, intersex, androgynous, third gender, bigender, genderqueer, transmasculine, transfeminine, and non-binary.

2 The clause was repealed in Scotland at the earlier date of 2000, and then in 2003 for the rest of the UK.

3 All names and references to schools and other defining features have been anonymised.

4 NQT stands for ‘Newly Qualified Teacher’, which is the term used in England to describe those who have recently completed their initial teacher training and gained Qualified Teacher Status (QTS) and are in the process of completing their compulsory one-year induction to the teaching profession.

5 SLT stands for ‘Senior Leadership Team’ and refers to the team of senior staff, usually composed of the headteacher and deputy headteachers, who oversee the management and leadership of the school.

6 PGCE stands for ‘Postgraduate Certificate in Education’, which is a one-year full-time teacher training course that provides one of the most common means of gaining Qualified Teacher Status (QTS) in England.

7 PSHE stands for ‘Personal, Social, Health and Economic education’, a non-statutory subject taught in English schools.

8 CP stands for ‘Child Protection’. Most English schools have a member of pastoral staff responsible for child protection, welfare and safeguarding issues.

9 CPD stands for ‘Continuing Professional Development’.