Emma Issac Student Number: 18003707

Impact of difference and intercultural understanding on teaching and learning in Australian schools
for students who are transgender, intersexual or non-binary.

In an educational setting, it is vital to have an equitable environment where all students feel
appreciated and recognised regardless of their gender identity (Mewborn, 1999). Australian
schools are implementing government policies and training to create an equitable environment
for minority group students who gender-identify as transgender, intersexual or non-binary
(TIN) these policies include Bullying: Preventing and Responding to Student Bullying in
Schools Policy and School uniform policy. The application of sociological theories such as the
critical and post-structuralist theories influence government policies by re-structuring the
educational system and challenging their power dynamics. Including how it is important for
teachers to be capable of intercultural understanding and understanding the policies so they can
apply it to schools and classrooms to challenge the social justice issues and discourses that the
national and international media are currently broadcasting such as segregation and inequitable
access to services for minority group students who identify as TIN.

The social justice issues and discourses that many TIN students may overcome are segregation
and inequitable access to services. Segregation and inequitable access to services for TIN
students in Australian and international schools is a significant issue portrayed in the media all
around the world. In Australia, The Sydney Morning Herald has published presenting the
effectiveness of Safe Schools; a policy generated by the Australian government to have gender
diversity integrated into the curriculum to create a respectful and understanding school body
for TIN students ("Safe Schools Coalition Australia", 2017). Jane Owen (2016) who is a CEO
of the Foundation of Young Australians a foundation that backs young Australians to pursue
equality for all has stated in the article that this policy had come too late for many. Many TIN
adults would have loved to have access to this service when they were at school. It would have
given them a safe school environment that allowed them to stay at school and give them more
life opportunities. Another article presented in the international media is from the United
Kingdom, The Independent’s Education Correspondent Rachael Pells (2017) highlights the
issues surrounding gender-neutral bathrooms. The article presents that Glasgow primary
schools have introduced compulsory unisex or gender natural bathrooms for students however
it has come with backlash by parents believing that it is an invasion of privacy for children and
feel that they should have been informed first. Both articles present why and how segregation
can be a significant issue for TIN students. As many TIN students, do not have access to

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bathrooms that they identify with it causes them to feel like outsiders as they do not conform
to the norms of biological gender identity. The TIN students of the past felt a sense of not
belonging to their school body due to the lack of understanding of who they are because their
schools had placed them in a box that was not "worth" wasting funds on programs such as Safe
Schools.

The social justice and discourses presented in the media about the schooling environments can
be challenged by sociological theories such as the Post-Structuralism and Critical theories,
which are fundamentally important as they guide the policies put in place by Australian schools
to challenge the equity and access to services for TIN students. The Post- Structuralism Theory
suggests that the social justice and discourse issues that TIN students need to overcome are
based on how powerful government agencies or an employee with reliable power determines
what the “truth” is within the educational system. Renowned Post- Structuralism theorist Judith
Butler (1993) indicates politics dictate what gender identity is, the idea of the "truth" regime
comes through here due to the "truth" behind gender identity scheme is normalised in a way
that oppresses the liberation of TIN people. Butler believes this oppression occurs because
politicians in power tell us that there is a direct line of somebody’s gender identity due to
biological makeup and apply it to their understanding of how to dictate how schools should be
managed. Such political beliefs being communicated in schools have links to segregation
within the education system for TIN students as they are not acknowledged as "normal" as the
discourse of "coming out" creates a sense of not belonging and segregation. The lack of
understanding amongst their peers and school staff members because of "coming out" may lead
to dropping out of school and lose many life opportunities. Resistance against such actions in
Australian schools is being challenged due to profoundly contributed awareness research
article like Judith Butler’s and schools applying policies like the anti-bullying and anti-
discrimination policies.

The Critical Theory implies that the social justice issues and discourses that TIN students occur
due to power dynamics in the Department of Education (DET) and how they decide what
successful students should behave and appear. Also, Michael Apple (2012) believes political
power is a significant issue in the education system in Australia. The governance of this system
plays a crucial role in how schools are recognised for the production and reproduction of
cultural perception amongst students, parents and employees based on policy. This impacts
TIN students because of the increasing lack of financial support from powerful government

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agencies which in turn has caused an upfront resistance in other areas of education in order
schools to take part in policies such as the Safe Schools policy and adapting gender-neutral
bathrooms and lockers. As such, it leads schools to use a large sum of finances to apply these
policies and new gender-neutral locations within schools. This leads to a decrease in funding
other readily available services such as counselling and resources to provide inclusive learning
content for TIN students across all subject areas. However, the issue of resistance has
significantly dropped as people in power, i.e. the Australian government have diverted from
associating the term "class” with TIN students in classrooms as class generates a structural
position that creates inequity in schools and classrooms. Such terms when generating policies
can leave detrimental effects of prospects for TIN students in their ability to have successful
outcomes in their schooling. Teachers applying intercultural understanding in the classroom
and diverting from class amongst TIN students can create a positive and productive learning
environment for all.

Teachers can use their intercultural understanding through understanding how their ethical,
personal and social capabilities impact on effective classroom management. As a prospective
teacher, I believe that an adequate understanding of curriculum and getting to know your
students and their parents is a significant part of the classroom management to provide equity
for all students. The United States and Australian educational system have very similar tactics
in Personal Development, Health and Physical Education (PDHPE) regarding sex education.
Elia & Eliason (2010) state they focus dominantly on heterosexual and homosexual marital
frameworks. Their concerns are that the normalisation of two dominant gender identities that
link to biological make up the information provided by educators is restricting to their students'
perspective on what is "normal". Teaching subject areas in this way concerns me as I believe
the curriculum does state that all gender identities and marital frameworks need to be taught
that raises some ethical issues regarding teachers doing their job in this subject area. My
teaching practice will be solidly based on being a role model for students to believe in
themselves as I believe in equity in education regardless of gender identity, race, religion and
beliefs. I would teach what is stated in the curriculum and more it is not only ethical but
effective in classroom management as I am creating inclusiveness for every single student as
every possible gender identity is explored and acknowledged for my students also to develop
intercultural understanding and acceptance. In physically active lessons I would ensure that
knowing who all my students are and what are their likes and dislikes are and if they do not
disclose this information I would ask the parents about their child's characteristics. This social

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capacity is vital in my practice as a teacher as it allows students to feel safe participating in

lessons and a sense of belonging to my class. I would try and look at my lessons through a TIN
students eyes firstly as I was getting to know my students I would ask what preferred pronoun
they identify with and always use it also, I would ask about change room preferences and how
they would like to get changed. I believe that makes such a significant difference in
inclusiveness and if the lessons occur in a team formation, I will not use gender as conformity
for teams I would use a smaller game with everyone to create teams such as a modified game
of scissors, paper, rock. Concerning game or sports selection, I would give have both
stereotypically male and female options and put it to an anonymous vote in the lesson prior, so
all students have an opinion regardless of gender identification. Such actions will reflect to my
students that you have the power to do and have anything in life regardless of what you identify
with. The implementation of these teaching practices will create inclusiveness and equitable
access to services also. It will allow for government policies to protect and create life
opportunities for TIN students to succeed.

Equity is a moral undertaking by educators; it involves creating an educative environment

without prejudice. Teachers also need to allow for equal access to resources and services
required for all individuals to attain their learning goals to subject the schooling environment
with equity. However, it does not entail the educator to focus on behaviour or events within a
classroom solely. It also a students' life outside of school including discovering who they are
and what societal barriers they believe they need overcome and working with them to achieve
it to break the challenges that equity for students in schools (Kaur, 2012). DET governs the use
of equity in Australian schools and the policies implemented influenced by sociological
theories that implicate the segregation and inequitable access to services in Australian schools
for TIN students.

According to Jones, Ward, Dixon, Hiller & Mitchell (2015), out of their 189 students surveyed
on their schooling experience as a TIN student, 47% attended Government schools, and overall
25% participants avoided school altogether as they felt like outsiders due to schools not
implementing an equitable environment. To create a fair environment for TIN students to feel
accepted is through Australian schools implementing teachers to meet the challenge of equal
education by carrying out government policies and practical teacher training for both current
and prospective teachers. The DET have the power set the standards to which teachers and
prospective teachers are to educate and provide access for students to learn effectively to open

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life opportunities. Policies established by DET such as Bullying: Preventing and Responding
to Student Bullying in Schools Policy highlights what needs to be done as an educator to create
an equitable learning environment for all the most dominate message being that the prevention,
protection, intervention and response to bullying is the key to a positive environment. Each
element of prevention, protection, intervention and response serves a purpose to identify
students at risk, get to know students to protect them and respond through intercultural
understanding by creating an equitable environment (Department of Education, 2011). The
Preventing and Responding to Student Bullying in Schools Policy suggests the critical theory
has been an influence as Michael Apple has suggested that the people in “power” of our
educational system can stop the reproduction of prejudice amongst students and employees.

Another policy put in place by the DET that revolves around a sociological theory is the school
uniform policy. It sets the standards of Australian government school uniforms and what they
should look like and whom they should cater for. Due to the Anti-Discriminatory act 1977, it
is unlawful for schools to deny students a uniform they gender to identify with. This allows for
responsible behaviour as students are taught that decisions can impact your prospects. Also, it
will let them not feel segregated into a box due to their biological makeup as well as allow for
more learning, and life opportunities for TIN students as such policies give them a chance to
stay at school due to a sense of connection to their school community (Department of
Education, 2004). The execution of such policies by the Department of Education signifies the
Post-Structuralism theory by Judith Butler as it removes the ideology of gender is based on
biological makeup and highlights the DET’s power in making a positive impact on a students’
success in their educational system.

To have an equitable schooling environment for all regardless of gender identity the
Department of Education and Australian schools are keeping parents and teachers aware of the
discourses that TIN students face. They are creating safe and inclusive learning spaces and
policies that hold intercultural understanding without prejudice, segregation and inequitable
access to services at a high level of importance. As the evidence, has shown the application of
policies and diligence to the social justice issues and discourses that TIN students face will
create more life opportunities and success in future prosperities outside the schooling
community.

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References

Apple, M. (2012). Education and power (1st ed., pp. 85-160). New York: Routledge.

Butler, J. (1993). Imitation and Gender Insubordination. In H. Abelove, M. Barale & D.

Halperin, The Lesbian and Gay Studies Reader (1st ed., pp. 307-320). England: Taylor

& Francis.

Department of Education,. (2004). School Uniforms in New South Wales Government Schools

(pp. 7-9). Sydney: Department of Education.

Department of Education,. (2011). Bullying preventing and responding to student bullying in

schools: Guidelines. Sydney: NSW Department of Education.

Elia, J. & Eliason, M. (2010). Discourses of Exclusion: Sexuality Education's Silencing of

Sexual Others. Journal Of LGBT Youth, 7(1), 29-48.

http://dx.doi.org/10.1080/19361650903507791

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Emma Issac Student Number: 18003707

Foley, J., Pineiro, C., Miller, D., & Foley, M. (2016). Including Transgender Students in School

Physical Education. Journal Of Physical Education, Recreation & Dance, 87(3), 5-8.

http://dx.doi.org/10.1080/07303084.2016.1131544

Jones, T., Smith, E., Ward, R., Dixon, J., Hillier, L., & Mitchell, A. (2015). School experiences

of transgender and gender diverse students in Australia. Sex Education, 16(2), 156-171.

http://dx.doi.org/10.1080/14681811.2015.1080678

Kaur, B. (2012). Equity and social justice in teaching and teacher education. Teaching And

Teacher Education, 28(4), 485-492. http://dx.doi.org/10.1016/j.tate.2012.01.012

Mewborn, D. (1999). Creating a gender equitable school environment. International Journal

Of Leadership In Education, 2(2), 103-115.

http://dx.doi.org/10.1080/136031299293138

Owen, J. (2016). Safe Schools comes too late for many. The Sydney Morning Herald. Retrieved

from http://www.smh.com.au/comment/safe-schools-comes-too-late-for-many-

20160313-gni56w.html

Pells, R. (2017). Glasgow primary schools to have gender neutral toilets. The Independent.

Retrieved from http://www.independent.co.uk/news/education/education-news/new-

primary-schools-glasgow-gender-neutral-toilets-lgbt-unisex-bullying-a7615796.html

Safe Schools Coalition Australia. (2017). Education.gov.au. Retrieved 8 March 2017, from

https://www.education.gov.au/safe-schools-coalition-australia

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