000			01878nam a22002417a 4500
003			ZW-GwMSU
005			20241003085411.0
008			241003b |||||||| |||| 00| 0 eng d
022			_a00224871
040			_aMSU _bEnglish _cMSU _erda
050	0	0	_aLB1738 JOU
100	1		_aRands, Kathleen E. _eauthor
245	1	0	_aConsidering transgender people in education: _ba gender-complex approach _ccreated by Kathleen E. Rands
264	1		_aThousand Oaks: _bSage, _c2009
336			_2rdacontent _atext _btxt
337			_2rdamedia _aunmediated _bn
338			_2rdacarrier _avolume _bnc
440			_aJournal of Teacher Education _vVolume 60, number 4
520	3		_aSchools serve as a setting in which students come to understand gender, but transgender students (those who transgress societal gender norms) are largely left out of discussions of education. The high level of harassment that transgender students face poses sizable obstacles to school success. If the field of education is committed to equity and social justice, then teacher education programs must prepare educators to teach gender in more complex ways that take into consideration the existence and needs of transgender people. This article is intended to begin the discussion of transgender issues in teacher education by providing a rationale for why teacher educators need to care about transgender issues, presenting definitions of basic terms and concepts related to gender and transgender, offering a new framework for understanding gender privilege and oppression, and examining three previously proposed or existing types of gender education and proposing gender-complex education as an alternative, and exploring possibilities for gender-complex teacher education.
650			_aTransgender _vEducation _xGender-complex approach
856			_uhttps://doi.org/10.1177/0022487109341475
942			_2lcc _cJA
999			_c167513 _d167513