The transformative potential of trans*-inclusive PE: the experiences of PE teachers

Transgender inclusion has become a prominent issue on the agendas of policy makers in education and sport recent years. Despite this, teachers face continued challenges providing inclusive experiences for transgender young people. This is particularly apparent PE, which unique subject its potential to perpetuate gender norms. There growing body literature exploring LGBTQ+ issues PE. However, there need consider how trans* people’s may differ from their LGB counterparts. A small number existing studies offer insight into youth comparatively little known about faced by PE paper presents creative non-fiction monologue that reflects findings seven interviews with secondary school working We draw ‘feminist-queer’ theoretical approach examine pedagogies reproduce, disrupt transform binary discourse. Findings present three key themes: (1) teachers’ knowledge understanding identities PE; (2) practice; (3) moving towards trans*-inclusive conclude arguing benefits approaches are far-reaching, extend all