Meecham, Pam and Dittman, Rebecca (2006) Transgender and Art in the School Curriculum. Sex Education, 6 (4). pp. 403-414. ISSN Print: 1468-1811 Online: 1472-0825
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Abstract
The intention of this paper is two fold. First, it makes explicit a little known and poorly understood area of human experience: transgender. Second, it explores curriculum possibilities opened up by recent legitimating of transgender people through the Gender Recognition Act (2004). The Act foregrounds the necessity for a forum in schools to debate, reflect and understand the full implications of changes to legislation. This paper proposes that, rather than approaching transgender issues through biological science or through the levelling gaze of citizenship, issues of gender identity can be understood without censure through the visual arts. Moreover, the visual arts offer a ‘safe place’ to discuss issues around the body because they allow distance and, in offering visual representations rather than text based work, make visually concrete what science ethically cannot.
| Item Type: | Article |
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| Additional Information: | This is an electronic version of an article published in Meecham, Pam and Dittman, Rebecca (2006) Transgender and Art in the School Curriculum. Sex Education, 6 (4). pp. 403-414. Sex Education is available online at:http://dx.doi.org/10.1080/14681810600982176 |
| Uncontrolled Keywords: | Secondary school Sexuality (Sexual orientation) Gender Art & design Cultural studies |
| Subjects: | Departments > Arts and Humanities |
| Depositing User: | IOE Repository Editor (2) |
| Date Deposited: | 14 Apr 2010 16:48 |
| Last Modified: | 26 Jun 2012 22:31 |
| URI: | http://eprints.ioe.ac.uk/id/eprint/3312 |
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