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Breaking the Gender Dichotomy: The Case for Transgender Education in School Curriculum


by Kand S. McQueen ó August 14, 2006

Gender is viewed by western society, as well as most of the world, as a two-sided paradigm consisting of the specific categories of male and female. Accompanying this dichotomous archetype are very stringent, socially constructed rules and regulations defining precisely what it means to be a man or woman. Above all else, male and female are seen as separate entities and mutually exclusive, complementing, but never overlapping categories. Like the rest of society, much, if not most of current school curriculum is based around the assumption that all students can easily be classified as male or female, thereby perpetuating the dichotomous gender ideology; however, the truth is, while most people fit this paradigm, some do not. The purpose of this paper is to challenge the underlying assumptions of the gender dichotomy, to identify how the dichotomy affects all students, and to make a case for including a transgender curriculum in our schools.


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Cite This Article as: Teachers College Record, Date Published: August 14, 2006
http://www.tcrecord.org ID Number: 12663, Date Accessed: 10/24/2017 7:30:09 AM

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About the Author
  • Kand McQueen
    Indiana University
    E-mail Author
    KAND S MCQUEEN is a Doctoral Candidate in Educational Psychology at Indiana University whose research interests include atypical gender development as evidenced in the transgendered and intersexed populations.
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