A ‘diffractive’ exploration of inclusive school policy about trans, gender variant and intersex students

Abstract

Gender variant, trans and intersex students continue to be victimised in a number of schools as a result of transphobia, school bullying and harassment. Despite efforts in numerous educational institutions to promote inclusive pedagogy and respect for diversity, safety issues remain particularly pertinent to them. One of the important ways school safety is harnessed is through appropriate policy development and implementation. This chapter examines a policy for schools in Malta, which aims to foster inclusion and safety among all students, in particular students considered diversely gendered. The national policy Trans, Gender Variant and Intersex Students in Schools advocates social awareness and addresses students’ everyday lived experiences occurring within peer interactions, learning situations and school cultures. The chapter locates the discussion on the usefulness of the policy within a new materialist framework, that draws on the method of diffractive reading. The materialist potential of the policy is discussed in the context of school curricula that 'diffract' with wider social issues. This discussion is intended to better understand teaching and learning school environments that strive to promote belonging, community, justice, equity, respect, inclusion and equality.