During the course of the group discussions, the teacher participants were exposed to a vignette underlining the plight of young transgender identities in the primary school environment.
Teachers were asked to respond to and expand on their understating of matters portrayed in the vignette, such as transgender pronoun choice, transphobic bullying, parental support, and teacher intervention.
Participants’ responses to the question: “What do you understand by the concept
‘transgender pronoun choice’?”
“So them choosing what to be called. I think it’s your opinion. Like Elliott wants to be a she, and not a he, even though the world says he is a boy. He wants to be a she and a her. I think this is it. I'm not too sure, but yeah” (Sandra).
“I feel the same, it is what they want to be called and how you identify. So Elliott identifies as a she and wants to be a her. Now will people accept this or maybe not, but this is pronoun choice. I think this makes people feel more comfortable
with themselves because they see themselves as female or male and they want pronouns that match” (Jessica).
“I was only recently introduced to this concept. I was on Twitter and on the profile they have ‘he/him’, and I didn't understand why because obviously I know this, but I saw it a lot and it didn't click. But then I was watching Grey’s Anatomy and this person came in and it was a female but she insisted the doctor say him but the doctor didn’t understand what was happening. But then they explained it, so it made sense why you have the pronouns. I think everyone should respect what you want to be called. Whether it is a him or her you, need to respect people’s choice” (Dorothy).
In the above extracts the participants shared their understanding of transgender pronoun choice. Sandra said transgender pronoun choice is a personal decision based on an individual’s desire, regardless of what the outside world sees. While Jessica stated that transgender pronoun choice depends on one’s identity and how they wished to be referred to so that they are more comfortable.
Zambon (2021) remarked that gender pronouns are words used to refer to individuals, such as he, she, and them; these serve as useful tools when replacing nouns such as names.
VanderSchans (2015) argued that for transgender identities physical appearance, clothing, and names form part of their external identity, and play a significant role in allowing individuals to feel more authentic and natural.
Dorothy explains that transgender pronoun choice is widespread on social media and television shows and is something that individuals need in order to feel respected. This finding resonated with Zambon (2021) who asserted that utilising the correct gender pronoun is a sign of respect, a show of support for an inclusive immediate environment, and an affirmation of an individual’s gender identity.
Presently, social media platforms like Instagram have introduced the option to select gender pronouns to be part of an individual’s official profile, in attempt to ally with transgender rights. The social media giants allow their users to choose up to four pronouns from a list to be displayed next to their account name. Despite the feature being available in the US, UK, Canada and Australia, transgender identification and expression is still being denied in 70 countries across the world, with non-conforming gender expression in 12
countries punishable by death. Therefore, the issue of transgender pronoun choice needs more urgent attention.
“Uhm, sometimes people like to be called ‘he’ or sometimes they want to be known as a ‘she’, and then sometimes they don't wish to be called he or she and they want to be gender neutral. So this is pronoun choice” (Cynthia).
“Yeah” (Natalie).
“Whose child is it? One celebrity. He isn’t transgender but he is a boy and he identified himself just a self. I can't remember who it was but sometimes people don't care about being a him or her, you just want to be neutral. Sometimes you are not in the mood to be human” (Cynthia).
Cynthia brought her perception of gender neutrality into the conversation of transgender pronoun choice and was supported by her colleagues. She claims that there are individuals who simply do not care about being assigned gender pronouns, they simply want to be.
Zambon (2021) argued that simply ignoring gender pronouns can do more harm than good, as transgender identities who are non-binary find themselves once again dejected from society. In today’s world it is important to never assume or attach pronouns to an individual, as incorrect pronouns are offensive and harmful to personal identity. Consequently, overt displays of pronouns on social media sites prove most beneficial as this limits incorrect pronouns deliberately or unconsciously, whilst assisting with the development of transgender identity. Since teachers in this study showed a clear understanding of transgender pronoun choice, the study went on to look at participants’ views on assisting trans identity development.
Participants’ responses to the question: “If you were in this situation would you support transgender identity development?”
“Would I support it, yes! Because you cannot shoot a learner down for how they feel. As much as we have our own beliefs, and we think, okay, this isn’t right, you have to support the learner and help them develop. If they are being teased, they need one person to support them. They will remember this forever because
you helped them become who they are. Essentially, teachers are capable of doing this for learners – you help people develop into themselves” (Sandra).
“I have nothing to add; I feel like this is such an important thing to be a child's support even when they feel alone. You need to be there. This is our job. I wouldn't be scared because it is all about the child. You know as a teacher you need to be that person they can rely on because sometimes their parents aren’t there. In this case, the parents are supportive, but in most cases, it isn’t this way.
These learners are with you every day, so they are also like your children”
(Jessica).
“I will also be very supportive, but also very, I wouldn't say scared, but…”
(Dorothy).
“Cautious” (Sandra).
“Yes, cautious, because me as the teacher cannot encourage this when the parent or the community is so against this. This can be a very dangerous situation because if the family doesn’t believe in the LGBT or the community doesn't accept it, [it] could be dangerous. It shouldn't be like us against them”
(Dorothy).
All teachers who participated in the focus group discussions claimed that they would support transgender identity development in the primary school environment. Sandra reasoned that the teachers’ responsibility is to be a support structure for young people whose identity is still developing, whether conforming or non-conforming. She also argued that holistic learner development should be at the forefront of basic education and to ensure that teachers’ personal beliefs, ideas and opinions of non-conforming gender and transgender identity need to be kept separate.
Adding to Jessica’s statement, Sandra explained that teacher support can disrupt certain challenges transgender identities experience in schools, such as loneliness, fear, and insecurity. Jessica also emphasised that the vignette painted a picture-perfect scenario with adequate parental support, but argued that this is not the reality in the Chatsworth community.
She claimed that learners rely on primary school teachers for support and in turn teachers see learners as their own children. This is in line with Botha et al., (2015) who insist that teachers have a legal obligation under South African educational law to act in the best interest of learners, and this includes protection from any danger. Botha et al., (2015) emphasise that when teachers who display certain behaviours or engage in activities that prevent educational progression or unjustifiably cause damage to individuals (body), this is seen as an infringement of subject rights and is unlawful.
Dorothy pointed out that even though teachers are vocally supportive of transgender identification and advocate for non-conforming pronoun choice, teachers remain safeguarded when faced with topics of gender, sexuality, and transgender identity.
Participants’ responses to the question: “After reading this, would you describe El as a transgender identity?”
“I think he's still a baby, he is still a child. He has a lot of years to grow”
(Helen).
“He still has to discover himself” (Brenda).
“Exactly, he still doesn’t know exactly what he is or why he wants what he wants” (Helen).
Even though all of the teachers who participated in the group discussions indicated full support of transgender pronoun choice, the above extracts show how primary school teachers may overlook young transgender identities under the pretence of childhood innocence.
Furthermore, the teachers consequently undermine transgender identity development by effecting transphobia through mis-gendering of young non-conforming gender identities.
Kangaudel et al., (2020, p. 698) explain the discourse of childhood innocence as “a blissful state of purity” where ownness is handed over to adults in an attempt to protect the young from the perverse. The authors claim that the discourse of childhood innocence becomes threatened when youth are exposed to language, knowledge, or practices of gender and sexuality. In attempt to maintain childhood innocence, teachers conform to fixed pronoun choices, which McGlashan and Fitzpatrick (2018) claims reinforces and stabilises the he/she