C H AR T I NG A PAT H TO GE N D E R I N C LU S I V E S C HO O L S
“
But what does it look like for schools to in-
tentionally work towards greater gender
inclusivity? More specifically, how are inde-
pendent schools especially well-positioned
to do so?
The Gender norms—
whether about our
bodies, the types of jobs
a person should do, our
interests, or how we
should dress (among
other things)—impact
all of us. Young people
in particular are often
hindered by their ever-
present nature.
If you’re confused about gender these
days, you’re not alone.
“In times of drastic change, it is the learners
who inherit the future. The learned find them-
selves beautifully equipped to live in a world
that no longer exists.” (Eric Hoffer)
Few would argue that notions and con-
versations about gender are rapidly evolv-
ing in new and vibrant ways. At the same
time, gender remains one of our least un-
derstood identities, steeped in binary as-
sumptions and expectations. Remaining
“learned” about gender means holding onto
traditional understandings that inextricably
link our gender to the sex we are assigned
at birth. These binary notions are constantly
reinforced in multiple ways in virtually every
aspect of society.
”
their knowledge of gender, despite their
discomfort. Schools must establish a com-
mon language and framework for under-
standing gender, including taking the time
to explore how gender has impacted each
person’s own life and their work as educa-
tors. Rather than desperately clinging tight-
ly to outdated ideas about gender, educa-
tors must become learners, or otherwise
risk being “beautifully equipped to live in a
world that no longer exists.”
At the same time, we are living in a time of
drastic change when it comes to gender.
Complicating this shifting context is an
ever-changing gender vocabulary. It is not
surprising therefore that few educators feel
confident about addressing the topic. In
fact, the ever-changing language of gender
is a significant barrier to becoming more
comfortable with the subject as a whole.
Charting a Path: Entry Points to
Gender Inclusive Schools
We all know the saying that the whole is
greater than the sum of its parts. This is
certainly the case here as well. Gender
inclusive schools do not happen by acci-
dent. Through employing a systematic set
As with any aspect of our students’ lives that
are affecting their experiences at school, it
is incumbent upon all educators to deepen
Continues on page 4
CSEE Connections
Summer 2019
Page 3