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Trans Youth Perspectives on Formal Sex Education

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Sex(uality) Education for Trans and Gender Diverse Youth in Australia

Part of the book series: Palgrave Studies in Gender and Education ((GED))

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Abstract

This chapter draws on interview data and online survey data collected from young trans and gender diverse Australians. Participants shared their experiences and views on contemporary sex education, specifically in the context of formal, school-based lessons and general school climate. Interviewees and online participants shared their personal experiences navigating high school as trans or gender diverse young people, alongside their views on what school-based sex education does include or should include. The narrative data is contrasted with the relevant literature to bring attention to common issues and trends that face young people while attempting to thrive in an environment that is not often facilitative of their needs. The analysis in this chapter further develops the consistent narrative of the book, inviting the reader to question the efficacy of contemporary sex education models.

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Notes

  1. 1.

    An uncommon gender identifier used primarily within online gender diverse communities. It is defined on various blogs and forums as a complicated relationship with gender that is tied to experiences of Borderline Personality Disorder (BPD).

  2. 2.

    See context about Safe Schools in Chapter 3.

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Correspondence to Barrie Shannon .

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Shannon, B. (2022). Trans Youth Perspectives on Formal Sex Education. In: Sex(uality) Education for Trans and Gender Diverse Youth in Australia. Palgrave Studies in Gender and Education. Palgrave Macmillan, Cham. https://doi.org/10.1007/978-3-030-92446-1_5

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  • DOI: https://doi.org/10.1007/978-3-030-92446-1_5

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  • Publisher Name: Palgrave Macmillan, Cham

  • Print ISBN: 978-3-030-92445-4

  • Online ISBN: 978-3-030-92446-1

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