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Supporting Transgender and Gender-Creative Youth

Schools, Families, and Communities in Action, Revised Edition


Edited By Elizabeth J. Meyer and Annie Pullen Sansfaçon

Supporting Transgender and Gender-Creative Youth brings together cutting-edge research, social action methods, and theory on the topic of transgender youth and gender creative kids. The chapters included specifically address issues in education, social work, medicine, and counseling as well as challenges and recommendations for families and parents. It is well researched and accessible to a broad audience of individuals invested in improving the social worlds of gender diverse children and youth.
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Conclusion: Looking Back, Looking Forward

← 206 | 207 →


This book sought to bring together knowledge and experiences from various perspectives: professionals from within social institutions, activists in queer and trans communities, and family members who all are invested in creating environments that are supportive and affirming of transgender and gender-creative youth. The contributors in this anthology represent trailblazers who have successfully challenged institutional norms that contributed to the oppression of transgender youth in Canadian medical, educational, familial, and community life. In this conclusion, the authors, three of whom were among the organizers of the conference that led to this volume, reflect on key points raised by the contributors as well as present the outcomes of the first National Workshop on Gender Creative Kids (GCK Workshop). As each of the authors in this volume presented an initial version of their chapter at this conference, it is possible to see how the themes presented throughout this volume were echoed and built upon in the closing session that provided the rich data for discussion and analysis.

This book opened with a section on clinical and theoretical perspectives in which the authors all presented a strong critique of the historical issues that have caused deep trauma to many transgender adults who survived reparative therapies, improper diagnoses, and deep hostility and discrimination from the clinical professionals they came into contact with. Ehrensaft’s call to understand and respect a child’s “true gender self” and the need to build a gender-creative world is ← 207 | 208 →revisited throughout this volume. Pyne’s comprehensive summary of...

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