LEADER 00000nam  2200313   4500 
001    AAI3361853 
005    20120404130141.5 
008    120404s2009    ||||||||||||||||| ||eng d 
020    9781109201499 
035    (UMI)AAI3361853 
040    UMI|cUMI 
100 1  Sullivan, Ashley Lauren 
245 10 Hiding in the open:  Navigating education at the gender 
       poles:  A study of transgender children in early childhood
300    337 p 
500    Source: Dissertation Abstracts International, Volume: 70-
       06, Section: A, page: 1916 
502    Thesis (Ph.D.)--Arizona State University, 2009 
520    This dissertation is a qualitative study of transgender 
       children and internalized body normalization in early 
       childhood education settings, steeped in critical 
       methodologies including post-structuralism, queer theory 
       and feminist approaches. As a means to gain insight into 
       the internalizing effects of body normalization on young 
       children, ten transsexual adults were interviewed about 
       their educational experiences. The inquiry focused on 
       their reflections on schooling from the ages of three 
       through eight years old. From their narratives, multiple 
       themes arose regarding navigating transphobic social 
       interactions. Most interviewees befriended peers who held 
       the same gender identity and/or were considered 
       "outcasts." There were barriers to friendship that stemmed
       from non-conforming behavior, and these seemed to increase
       with age. All were teased and assaulted, and each found 
       different ways to cope with being bullied (including self-
       induced isolation, retaliation, building relationships 
       with allies, and providing beneficial services to peers). 
       When reflecting on interactions with teachers, the 
       interviewees (known as research partners) recalled double 
       the amount of negative interactions than positive ones. 
       Included in these narratives were discussions of maximum 
       control over the physical body, restrictive curriculum 
       methods, and public humiliation 
520    The research partners also recalled the effects of gender 
       normative physical spaces and typically regarded the music
       classroom, art room, auditorium and library as safe and 
       empowering spaces and the gymnasium, cafeteria, bathrooms,
       and principal's office as unsafe and disempowering 
       locations. Foucault's normalization of the body theory was
       explored in relationship to the studied population. The 
       findings suggest that gender performativity, gender 
       segregation, gender normalization/gender role conformity 
       are of particular concern for transgender children in 
       early childhood education. The dissertation concludes with
       suggestions for creating more inclusive classrooms for 
       diverse students including allowing children to be 
       themselves, abandoning assumptions, eliminating gender 
       segregation, involving parents, creating a safe 
       environment, and supporting/protecting transgender 
590    School code: 0010 
650  4 Education, Early Childhood 
650  4 Gender Studies 
690    0518 
690    0733 
710 2  Arizona State University 
773 0  |tDissertation Abstracts International|g70-06A 
856 40 |uhttp://pqdd.sinica.edu.tw/twdaoapp/servlet/