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    Rights statement: This is an Accepted Manuscript of an article published by Taylor & Francis in Early Years on 17/12/2019, available online: https://www.tandfonline.com/doi/full/10.1080/09575146.2019.1703174

    Accepted author manuscript, 623 KB, PDF document

    Embargo ends: 17/06/21

    Available under license: CC BY-NC: Creative Commons Attribution-NonCommercial 4.0 International License

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Transgender awareness in early years education (EYE): ‘we haven’t got any of those here’

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Transgender awareness in early years education (EYE) : ‘we haven’t got any of those here’. / Warin, J.; Price, Deborah.

In: Early Years, Vol. 40, No. 1, 01.01.2020, p. 140-154.

Research output: Contribution to journalJournal articlepeer-review

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Warin, J. ; Price, Deborah. / Transgender awareness in early years education (EYE) : ‘we haven’t got any of those here’. In: Early Years. 2020 ; Vol. 40, No. 1. pp. 140-154.

Bibtex

@article{af181e540bc742c295b5843894997580,
title = "Transgender awareness in early years education (EYE): {\textquoteleft}we haven{\textquoteright}t got any of those here{\textquoteright}",
abstract = "The paper marks the growth of interest in transgender rights and argues for the value of transgender awareness as a challenge to gender binary thinking. It identifies early years education as a powerful site for a focus on gender non-conformity and aims to draw together theoretical and practical forms of support for the EYE staff who respond to young children{\textquoteright}s gendered expressions on an everyday basis. The authors draw on data gathered within their respective research and professional training trajectories which are understood through queer and feminist poststructuralist theory, together with approaches from transgender studies. These are combined to emphasise gender multiplicities and pluralities of sexuality. The paper examines how staff can be supported towards greater gender sensitivity and considers how the presence of more male teachers in EYE can act as a catalyst for developing a gender flexible pedagogy. It concludes that a growing awareness of transgender benefits the mental health and wellbeing of all young children, and protects gender- variant children from peer abuse.",
keywords = "Transgender, gender binary, early years education, gender sensitivity, teacher training",
author = "J. Warin and Deborah Price",
note = "This is an Accepted Manuscript of an article published by Taylor & Francis in Early Years on 17/12/2019, available online: https://www.tandfonline.com/doi/full/10.1080/09575146.2019.1703174",
year = "2020",
month = jan,
day = "1",
doi = "10.1080/09575146.2019.1703174",
language = "English",
volume = "40",
pages = "140--154",
journal = "Early Years",
issn = "0957-5146",
publisher = "Routledge",
number = "1",

}

RIS

TY - JOUR

T1 - Transgender awareness in early years education (EYE)

T2 - ‘we haven’t got any of those here’

AU - Warin, J.

AU - Price, Deborah

N1 - This is an Accepted Manuscript of an article published by Taylor & Francis in Early Years on 17/12/2019, available online: https://www.tandfonline.com/doi/full/10.1080/09575146.2019.1703174

PY - 2020/1/1

Y1 - 2020/1/1

N2 - The paper marks the growth of interest in transgender rights and argues for the value of transgender awareness as a challenge to gender binary thinking. It identifies early years education as a powerful site for a focus on gender non-conformity and aims to draw together theoretical and practical forms of support for the EYE staff who respond to young children’s gendered expressions on an everyday basis. The authors draw on data gathered within their respective research and professional training trajectories which are understood through queer and feminist poststructuralist theory, together with approaches from transgender studies. These are combined to emphasise gender multiplicities and pluralities of sexuality. The paper examines how staff can be supported towards greater gender sensitivity and considers how the presence of more male teachers in EYE can act as a catalyst for developing a gender flexible pedagogy. It concludes that a growing awareness of transgender benefits the mental health and wellbeing of all young children, and protects gender- variant children from peer abuse.

AB - The paper marks the growth of interest in transgender rights and argues for the value of transgender awareness as a challenge to gender binary thinking. It identifies early years education as a powerful site for a focus on gender non-conformity and aims to draw together theoretical and practical forms of support for the EYE staff who respond to young children’s gendered expressions on an everyday basis. The authors draw on data gathered within their respective research and professional training trajectories which are understood through queer and feminist poststructuralist theory, together with approaches from transgender studies. These are combined to emphasise gender multiplicities and pluralities of sexuality. The paper examines how staff can be supported towards greater gender sensitivity and considers how the presence of more male teachers in EYE can act as a catalyst for developing a gender flexible pedagogy. It concludes that a growing awareness of transgender benefits the mental health and wellbeing of all young children, and protects gender- variant children from peer abuse.

KW - Transgender

KW - gender binary

KW - early years education

KW - gender sensitivity

KW - teacher training

U2 - 10.1080/09575146.2019.1703174

DO - 10.1080/09575146.2019.1703174

M3 - Journal article

VL - 40

SP - 140

EP - 154

JO - Early Years

JF - Early Years

SN - 0957-5146

IS - 1

ER -