Browsing by Author "Talvitie, Jasmin"

This study aims to clarify comprehencive school teachers’ view on genderqueer and how to teach and support non-binary children at school. Previous research indicates that non-binary pupils are still at risk of getting bullied at school and some of them feel like school nor the teachers can support them. Finnish school system has committed to obey the law of equality and along with the National Curriculum, it’s mandatory to prevent discrimination against non-binary pupils and to give education about gender diversity. The results of this study presents current data of how teachers can support non-binary pupils, transmit fact-based knowledge of gender diversity and how they can be a part of taking down the heteronormativity and gender binary. This qualitative study was conducted by interviewing five primary school teachers whom have had non-binary pupil in their class. The interviews were carried out by theme interview and was analyzed in content analysis. The results of this study shows that teachers took seriously of supporting the non-binary pupils in school and saw the importance of educating about gender diversity. The teachers also felt like that other pupils were positive about and accepted the non-binary pupils but they also reported having noticed some bullying and degrading speech. The support that non-binary pupil gets was seen as dependent on the teacher, child’s family and the child themself. Teacher can bring gender diversity into education and give it visibility in school. They can also transfer the information to work colleagues and bring the attention disadvantages that’s in school towards the non-binary pupils.