2025/05/04 by Judith Dunkerly‐Bean · 1 voice
Psychology · Social Sciences · #Gender Roles and Identity Studies #Gender, Feminism, and Media #LGBTQ Health, Identity, and Policy
paper · doi:10.1080/25355406.2025.2520274
openalex publication_date 2025/05/04 · openalex created_date 2025/10/10 · openalex updated_date 2026/06/15
This study examines student advocacy in one United States school district against proposed state education policies concerning the rights of transgender students, analysed through the framework of human rights education (HRE) and trans-emancipatory theory. The student-activists advocated for equality and dignity, insisting that educational policies should ensure respect and inclusivity for all, regardless of gender identity. The proposed policies were exposed as discriminatory, with the risk of institutionalising transphobia and compromising the rights to safety and equality for transgender students. The organised resistance aligns with HRE’s principles of empowerment and participation, emphasising the duty of educational institutions to uphold justice and human rights in decision-making. By challenging policies that perpetuate harm, the students invoked ethical responsibility and argued for inclusive, safe environments. Their advocacy reflects the goal of human rights education: fostering school cultures that respect the inherent dignity of all learners.