The complexities of negotiating school choice for parents with gender diverse children

Kellie Burns, Brooke Manning
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Abstract

Understandings of gender diversity have increasingly recognised the rights and experiences of children and young people (Meyer & Pullen Sansfaçon, 2014, Smith et al., 2014). A small, but significant body of work focusses on the schooling experiences of gender diverse children/young people. The critical role parents play in supporting gender diverse children/young people is acknowledged (Davy & Cordoba, 2020; Riley et al., 2011), including their involvement in negotiating schooling. This research uses a qualitative research design to explore the schooling experiences of five parents with gender diverse children, attending primary or secondary schools in New South Wales, Australia. A feminist poststructuralist framework was used to analyse the complex factors that influenced school choice, and to explore the challenges or opportunities they had encountered during their child’s schooling years. The participants in this study highlighted the qualities of schools they believed to be inclusive, which affirmed their own school choice. However, participants also reflected on their sense of rejection when their children were not accommodated at school, or when they had to find a new school. Negotiations around school choice were made easier with economic and social capital. These findings highlight the layered inequalities of the Australian educational marketplace.

有不同性别子女的家长在协商择校时遇到的复杂问题
对性别多样性的理解越来越多地承认儿童和青少年的权利和经历(Meyer & Pullen Sansfaçon, 2014, Smith et al.)有一小部分研究关注性别多元化儿童/青少年的学校教育经历,但这些研究意义重大。家长在支持性别多元化儿童/青少年方面发挥的关键作用已得到认可(Davy & Cordoba, 2020; Riley et al.本研究采用定性研究设计,探讨了在澳大利亚新南威尔士州就读小学或中学的五位性别多元化儿童家长的就学经历。研究采用女性主义后结构主义框架,分析影响择校的复杂因素,探讨他们在子女就学期间遇到的挑战或机遇。本研究的参与者强调了她们认为具有包容性的学校的品质,这肯定了她们自己的择校选择。不过,参与者也反思了当他们的孩子在学校不被接纳,或当他们不得不寻找新学校时,他们的排斥感。有了经济和社会资本,择校谈判就变得容易多了。这些研究结果凸显了澳大利亚教育市场的不平等现象。
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