people celebrate and protest at a pride parade, there is a large rainbow flag being held up by attendees

Defying definition: why “biological sex” laws are all about enforcing gender roles 

by Dr Tof Eklund (Senior Lecturer – School of Social Sciences) and Dr Eunice Gaerlan (Senior Lecturer – School of Education), Auckland University of Technology.

Part of the run up to GEA Conference 2026 blog series.

Across a growing number of countries, governments, courts and political movements are asking a deceptively simple question: what is a woman? 

In the United Kingdom, a 2025 Supreme Court judgment held that the terms “woman” and “sex” in the Equality Act 2010 refer to biological sex, and declared that “biological sex” meant that trans women are really “biological men” and trans men are really “biological women.” In the United States, the Trump administration has directed federal agencies to recognise only two sexes, male and female, defined by the gender marked on one’s birth certificate and immutable thereafter. 

While intended to exclude trans people, this policy has already led to problems for cisgender Americans whose birth certificates are simply incorrect. This idea that biological sex is binary and “real,” and that gender is false or made-up are increasingly finding their way into debates about schools, sport, bathrooms, healthcare, identification documents and the language governments use to describe their citizens. 

Now, the Parliament of Aotearoa New Zealand, is considering the Legislation (Definitions of Woman and Man) Amendment Bill. The Bill proposes defining a woman as an “adult human biological female” and a man as an “adult human biological male”, and these definitions are to be applied to all existing and new law, precluding any consideration of gender identity. 

Developments in the US, UK, Aotearoa and elsewhere each have their own legal, political and cultural contexts and can’t be collapsed into a single story. Simultaneously, they are connected and interdependent, not merely inspired by one another, but following from chains of political power, social influence, and money, in both gross and subtle ways. Without dismissing the outsized impact of a handful of key players, there is also a certain zeitgeist at work, a a renewed political investment in defining and enforcing gender identities and norms by calling them biological realities based on binary sex. 

The question is not whether governments can produce legally workable definitions of “woman” and “man.” The real question is what happens when a government decides to enforce a rigid classification that denies the complexity of bodies, identities, cultures and lives, and why a government would reject both self-identification and modern medicine in order to do so. It’s hard to believe that this is actually about a tiny number of trans athletes or how people pee. We have to ask why government control of gender has become so politically desirable right now. 

The problem with “biological reality” 

x chromosomes

Arguments for legally defining women and men often appeal to “biological reality,” a phrase that suggests an underlying indisputable truth, something objective, observable, a trump card that renders all claims about gender moot. “Let them identify their genders,” it says “we will make law based on the binary of biological sex.”  

Biology, however, would beg to differ

Chromosomes, hormones, reproductive anatomy, secondary sex characteristics and other features associated with sex do not always align neatly. Intersex variations alone make it difficult to sustain the idea that all human bodies can straightforwardly be divided into two internally consistent biological categories, whether one counts wombs or testicles, testosterone or oestrogen, facial hair or cup size. The assumption of an obvious, objective binary necessitates that all these things align into two mutually-exclusive categories with no overlap in a way that not many people could identify with. 

Terms such as “biological woman” create the appearance of scientific precision where it does not exist. Even “biological female” fails to resolve the question of which biological characteristics determine membership of what category. 

Bodies, and biology, are real. They are also individual and mutable. Menopause is an obvious example, but as someone on feminising HRT, my risk of breast cancer is lower than that of an average cisgender woman, but 46 times that of a cis man. Even genitals are more varied and more affected by hormone levels than we’ve been led to believe. The problem is not biology, the problem is the assumption that biology produces two simple, universal and uncontested social categories called women and men. 

The “natural order” of things 

The response to evidence that human biology is complex is often an appeal to “all of nature.” The idea of a binary “natural order” has been used to police women and persecute queer and gender-nonconforming people for centuries. Once again, biology is not compliant: the natural world is fascinating and strange, often divisible into male and female, but profoundly not limited to two absolute categories. Variation in sex characteristics, reproductive strategies, sexual behaviour and social organisation exists throughout nature, both between and within species.

Even if we exclude the hermaphroditic snails, sex-changing clownfish, and self-fertilising lizards, there’s same-sex mating pairs in many avians, including waterfowl such as penguins, swans, ducks, and geese, peahens changing their plumage to look like peacocks, habitual homosexual behaviour in mammals from dolphins and sheep to primates, and female spotted hyenas, who are larger, stronger, and dominant relative to males, have an erectile “pseudophallus,” and engage in a lot of what we might call “straight and gay oral sex.”

Our closest primate relatives, chimpanzees, engage in a lot of the kind of behaviour the “manosphere” describes as “natural,” including polygyny (“harems”), violence, and rape, but our next-closest relatives, bonobos, are matriarchal, peaceful, pansexual, and exhibit cooperative behaviour more similar to humans than chimps. Deep anthropological study shows few signs of harem/polygynous behaviour and relatively little human-on-human violence among hunter-gatherer groups, but with considerable contextual variation.

In short, any political use of “nature” and the “natural” to support male dominance, heterosexuality, or normative gender roles and identities is rhetoric. The “natural man” is by no means straight, dominant, or any of the traits we presently associate with masculinity: likewise for the “natural woman” with femininity and the “natural none-of-the-above” with it all.

So, if neither human biology nor nature provide an inherent basis for a binary division into two exclusive sexes, what do “adult human biological man” and “adult human biological woman” refer to? They refer to gender norms. All this talk about “biological sex” is actually a pseudo-scientific rationalisation of the patriarchal politics of cisgender heterosexuality. It’s extremely dangerous as the lie it tells about trans people can easily be turned against other queer people and used to undermine women’s rights. The Bill before the NZ Parliament smuggles restrictive gender roles into the law in the guise of “obvious, natural” distinctions between two biological sexes. There’s a bitter irony inherent in the passing of  a law that could used to reinstate discrimination on the basis of sexual orientation (as “unnatural,” an old slur) on the 40th anniversary of homosexual law reform in Aotearoa.

A politics travelling across borders

A photograph of an all gender and disabled restroom

We see the patriarchal order of things in what “bathroom bills” say about cisgender women: the claim is that women are vulnerable, weak, and subject to predation any time they are less than fully dressed around “men,” even in spaces full of other women. Why isn’t there a panic about what trans men will do in men’s toilets? It’s because these bills don’t just define trans women as “really men,” they define men as powerful and dangerous, and women as weak and vulnerable in a way that suffragists, let alone feminists since, would have found offensive. 

The only way to ignore the statistically nominal incidence of allegations and complete absence of convictions (documented in much of the US) of trans women for offending in bathrooms or changing rooms is to start with the assumption that trans women as “really men” and that men are dangerous. This is what I mean when I say that the Bill seeks to smuggle gender roles into the law. 

We know this because Aotearoa is not encountering these arguments in isolation. 

Across different national contexts, we are seeing attempts to re-assert gender norms by defining sex as a fixed binary category, and setting it in law as the category that matters, dismissing gender identity as irrelevant. The legal mechanisms differ. In the United Kingdom, this has occurred through judicial interpretation of equality legislation. In the United States, it has been pursued through executive action and federal policy. In Aotearoa, the Definitions of Woman and Man Bill would revise all existing law to accomplish its ends. 

These events are not identical. Their histories and consequences are shaped by different political, legal and cultural contexts in different nations and regions, even as the tactics, motives, and key personalities overlap to variable degrees. Nowhere is the overlap stronger than in the language used. 

“Biological reality.” “Natural order.” “Common sense.” “Protecting women.” “Protecting children.” “Sex is binary.” 

Such phrases present themselves as neutral descriptions of a world that already exists, when they are political claims about how the world should be organised, which forms of knowledge should be authoritative and whose lives should be recognised within it. They serve to foreclose discussion and exclude evidence through a deluded or hypocritical gesture toward the “obvious.” 

This has significant impact on society. Once the state establishes a correct relationship between body, sex and gender, it must also determine who fits within those categories, who does not, and how the boundaries between them will be maintained. Compare that with the simplicity of self-identification and making law and policy based on behaviour, not a gender (“sex”) marker. 

Gender categories have histories 

There is a particular irony when colonial states present binary gender as timeless and universal. 

Colonialism did not simply seize land and resources. Everywhere European colonial powers went they brought their social hierarchies and systems of knowing with them. Indigenous cultures were a blight to be eradicated, whether that was through the conversion or extinction of indigenous peoples. “Progressive” colonial politics propagated variations on the slogan “kill the savage to save the man.” That salvation was explicitly Christian, and came with a strictly defined set of definitions: of gender, sexuality, marriage, family and social organisation. 

Indigenous cultures were and are diverse: some had more than two genders, some did not. Some accepted homosexuality to a greater or lesser degree, and some had egalitarian gender roles while other did not. What they all faced was immense pressure to adopt the coloniser’s definitions and to live by his rules, with violence or the threat of violence never far away. 

Here in Aotearoa, attempts to legislate supposedly universal definitions of womanhood and manhood take place on whenua (land) where Māori understandings of gender and sexuality, including takatāpui identities and histories, will never fully align with the English words “woman” and “man” and cannot be contained within European colonial binaries. Understanding of gender in different iwi (tribes) and hapu (family groups) varies, but Parliament imposing a definition of gender on tangata whenua (Māori) is unambiguously a violation of Te Tiriti o Waitangi (Aotearoa NZ’s founding document). 

Internationally, gender systems across Indigenous cultures remind us that contemporary Western understandings of sex and gender are anything but universal human truths. Instead, they are ways of organising bodies and social relationships that have acquired enormous institutional power. I’ve make the case that defining legal gender as biological sex is incoherent without a definition of biological sex, and that it is pseudoscience to claim that  “biological sex” is binary. So when a government attempts to set the meaning of woman and man through law, we have to look beyond claims to the natural and biological. 

We must ask whose definition is being universalised. 

Trans people are not the endpoint of gender essentialism 

Transgender, non-binary, intersex and gender-diverse people face the starkest and most immediate consequences when governments insist that gender must follow a state-defined “biological” binary. Gender non-conforming people, here defined as everyone impacted by such a law, do not have to justify their existence by demonstrating that restrictions placed upon them will eventually harm somebody else.

At the same time, it is naïve at best to assume that the politics of gender essentialism end with the exclusion of trans people. Far from it, there is every reason to see these laws as the tip of the spear in an assault on women’s rights and an attempt to re-inscribe the authority of a crumbling patriarchy.

It’s not merely possible that these laws will create social expectations for men and women, it’s inevitable. We’ve already seen cases of cisgender women being harassed for being in the “right” restroom, the police being called on trans men when they comply with the new law, and one notable instance where a trans woman and a nonbinary person were assaulted by a mob and then arrested by police in Bossier Parish, Louisiana.

It all makes sense for the “natural” and “obvious” definition of “biological sex” replacing gender in these laws. It seems to me that the definition is “women are weak and vulnerable by nature, so dangerous men must protect women from other dangerous men; biological sex is obvious, so we know who’s who, and if we’re wrong, it’s because someone is attempting to trick us. There’s no need to or even possibility of questioning this, it’s just nature.”

In the end, who suffers if we accept this definition? Women who appear too masculine. Men who appear too feminine. Intersex people (the moment they fail to meet binary expectations). People whose appearance, mannerisms, relationships, interests and/or ideas disrupt heterosexual norms (whether they’re “queer” or not). Children who in any way colour outside the lines of “obvious, natural” gender performance for girls and boys. Ultimately, everyone, but not at all equally.

We can already see this logic operating in debates about bathrooms, sport, healthcare and schools. When access to spaces, opportunities or rights depends upon establishing who is a “real” woman or man, what counts as proof of identity? Who establishes the functional criteria, who performs the tests, who decided which people pass and who fails? And what happens to people who “fail” to perform their gender (“biological sex”) correctly?

Trans, intersex, indigenous gender, and other gender-nonconforming people need and deserve all our support right now. The fight for trans lives, rights, and inclusion cannot be separated from wider feminist struggles for equality and freedom. We are the canaries in the coal mine, the easy targets, the “communists” the brownshirts came for first. If we fall, someone else will be next. If  we continue down this path, at some point we’ll see “household voting” (repeal of women’s suffrage) mainstreamed in the same way “protect girls’ sports” and “no men in women’s toilets” has been.

This is is an education issue

I’ve seen some trans people conclude that feminism has been successfully claimed by transphobes and that there’s no point in trying to convince cisgender people of our worth, or that our destruction would endanger them. I believe they’re wrong, but I also know their despair is the product of experience. The problem is political, systemic, and socioeconomic, but the solution is education.

Schools and universities are, after the home, some of the most important places where gender is taught, and often the only place where it is discussed. Gender is communicated through curricula, uniforms, toilets, sports teams, literature, classroom interactions, administrative systems, school balls, relationships education, policies and countless mundane moments through which young people learn who they are permitted to become.

Education can reproduce narrow gender norms or it can interrupt and question them. It can demand conformity or demonstrate acceptance. Schools set the boundaries on acceptable speech and behaviour in their halls in ways that reverberate throughout society.

The international resurgence of gender essentialism presents particular challenges for educators and researchers. Political arguments about sex and gender do not remain inside parliaments and courts. They enter classrooms, staffrooms, teacher education programmes and educational policy.

They influence whether a child can safely explore who they are. They affect what teachers believe they are permitted to say and teach. They shape institutional decisions about names, pronouns, uniforms, toilets, sport and relationships education. And they influence whether trans and gender-nonconforming students and educators experience educational spaces as places in which their lives are recognised as possible.

But something greater is also at stake.

Education should be about expanding the possibilities through which young people can understand themselves and the worlds they inhabit. Gender essentialism narrows those possibilities by and prescribes how bodies should be understood. It depends on a notion that  free thought is contagious, that accepting trans people undermines everyone who isn’t trans, and the twisted logic that teaching about gender diversity is “teaching kids to be trans.”

Defending gender diversity is consequently not a specialist concern belonging only to trans communities. It is about educational and personal freedom of thought and choice, allowing for diversity of experience, understanding, and values. Accepting the sleight of hand that mandates gender essentialism by calling it “biological sex” forces everyone through a cookie-cutter into a shape that inevitably won’t fit. It undermines the trust required for education, opens the door to other politically-mandated “truths” and requires that every teacher become a propagandist. If that sounds like what demagogues have claimed inclusive education does, you just have to look at what they were arguing for instead.

Gathering in Aotearoa 

A photo of AUT in Auckland

When the Gender and Education Association gathers in Aotearoa New Zealand for its 2026 conference, we will do so at a moment when the meanings of sex and gender are being fiercely contested across borders.

Having these conversations in Aotearoa invites us to consider global movements towards gender essentialism from a place shaped by Te Tiriti o Waitangi, mātauranga Māori (Māori knowledge) and takatāpui histories, presents and futures, rather than simply importing political debates produced elsewhere.

It also invites dialogue across borders. What can we learn from what is happening globally? How are anti-trans and gender-essentialist politics moving between national contexts? How are they being translated into education policy and practice? What forms of resistance, solidarity and possibility are emerging alongside them?

The freedom of trans, non-binary, intersex, takatāpui, and all other gender-nonconforming people is bound up with a larger feminist project: the freedom of everyone to live beyond prescribed gender norms.

Denying others that freedom is ultimately denying everyone that freedom.

Images:

Pride gathering flag photo from Pxhere
X chromosome Photo by Unknown Author is licensed under CC BY-NC-ND
Photo of And Tango Makes Three is author’s own
All gender restroom photo
School children with flag by Copyright ©University of Cambridge
This Photo by Unknown Author is licensed under CC BY-SA-NC

C2C: Free Student and Early Career Researcher Symposium

This post is part of the Countdown to Conference (C2C) series. We would love to feature a brief blog post from you too! Visit our main Countdown to Conference page for details! For more information about #GEAConf2019 visit the conference website

C2C: Free Student and Early Career Researcher Symposium

Free pre-conference events on 24th June, part of the Gender and Education Association international conference #GEAconf2019

Registration required, spaces limited, lunch provided (register by Wednesday 19th June)

The event is especially organised for current university students and ECRs/ECAs (early career researchers/academics), but mid and senior career academics are welcome. Download and share the event flyer.

Topics & Speakers:

Keynote and Workshop: Becoming resource-ful: the making and mattering of creative activisms to address gender and sexual violence
Professor Emma Renold, Cardiff University

Workshop: Beyond Awareness: Breaking Implicit Bias Habits
Dr Jessica Gagnon, University of Portsmouth and Dr Arif Mahmud,
University of Roehampton

Workshop: On Writing, Reviewing And Publishing In Peer Reviewed Journals
The Gender and Education journal editors: Professor Carol Taylor, Associate Professor Susanne Gannon, Professor Jayne Osgood, and Professor Kathryn Scantlebury

Panel Discussion: Navigating Academia: From PhD to Professor
Professor Jessica Ringrose, University College London; Dr Victoria Showunmi, University College London; Dr Tori Cann, University of East Anglia; Dr Arif Mahmud, University of Roehampton; Dr Jessica Gagnon, University of Portsmouth; Dr Carli Rowell, University of Glasgow

If you are attending conference, let us know on Twitter using the hashtag: #GEAconf2019

C2C: New initiative in Israel: The Institute for Gender Equality in Education

This post is part of the Countdown to Conference (C2C) series. We would love to feature a brief blog post from you too! Visit our main Countdown to Conference page for details! For more information about #GEAConf2019 visit the conference website

C2C: New initiative in Israel: The Institute for Gender Equality in Education
Yael Boim Fein, Mandel School for Educational Leadership

My name is Yael Boim Fein, and I was born a raised in Israel. I am a feminist activist, a feminist researcher, and an educator.  I am a fellow at the Mandel School for Educational Leadership in Israel, focused on gender and education, and a member of a feminist theory research group in the van leer institute in Jerusalem. I am the founding director of the new Israeli Center for Gender Equality in education in the Society for the Advancement of Education.

Last year I participated for the first time in the GEA conference, and it was a life changing experience. Four days of constant discussion about the most burning issues in the field of gender and education, amongst an amazing group of researchers and practitioners, all with the desire to share knowledge in order to make the world a better place – so exciting! There was no doubt in my mind that I want to come again, this time to share my own vision, and to think together of the ways we can form a better interplay between research and practice, and share knowledge on an international scale. 

As a fellow at the Mandel School for Educational Leadership, my focus was exploring why, despite the extensive research done in the field of gender and education, pointing out the various ways in which the education system preserve gender inequality, and the way gender roles limits girls and boys ability to develop more fully, the education system is not changing. That question might sound naïve, but my intention was to identify the key factors for the lack of systematic change, in order to find the way to promote one, using public policy analytical framework. Meaning that my goal was to identify factors that can be opportunities for change.

In the coming GEA conference session I will describe some of the current Gender Equality issues in Israel, point out the key factors that can be opportunity for change in the education systems, focusing on the interplay between research and practice.

I invite you to a discussion focused at generating new ways to make research a better tool in the service of education, asking what theoretical questions and methodologies would be most fruitful for promoting change on one hand, and on the other hand, seeking for ways to use practical knowledge emerging from existing research.

If you are attending conference, let us know on Twitter using the hashtag: #GEAconf2019


C2C: Gender and Education Book Series

This post is part of the Countdown to Conference (C2C) series. We would love to feature a brief blog post from you too! Visit our main Countdown to Conference page for details! For more information about #GEAConf2019 visit the conference website

In addition to the launch of the series Feminist Thought in Childhood Research at this year’s Gender and Education Association conference (details of which can be found in this blog post), Bloomsbury Academic is delighted to announce a further related new research series that is also open to proposals for new books.

The Bloomsbury Gender and Education series is co-edited by Marie-Pierre Moreau (Anglia Ruskin University, UK), Penny Jane Burke (The University of Newcastle, Australia) and Nancy S. Niemi (Yale University, USA).

This series publishes rigorous, critical and original research exploring the relationship between gender and education in a range of institutional, local, national and transnational contexts. Books in the series will cover a range of issues, themes and debates of key interest in contemporary societies and will be relevant to an international and diverse readership. The series will contribute work that speaks to key contemporary themes, debates and issues and to theoretical, methodological and empirical concerns in the field.

Themes explored across the series will include:

  • attention to gender in relation to schooling, tertiary education and lifelong learning
  • digital and social media
  • educational policies and practice
  • gendered and sexual violence
  • gender identities and sexual orientation.

As such it is an essential resource for academics and researchers working in fields including gender and education, sociology and gender studies, as well as all those interested in gender issues and social justice more broadly.

If you have any questions or comments about the series or would like to discuss contributing, you can contact either the series editors or publisher:

  • Marie-Pierre Moreau, marie-pierre.moreau @ anglia.ac.uk
  • Penny Jane Burke, pennyjane.burke@newcastle.edu.au
  • Nancy S. Niemi, nancy.niemi @ yale.edu
  • Publisher: Alison Baker, alison.baker @ bloomsbury.com

If you’d like to be kept updated on this series as it develops, as well as to receive news and special offers on other books and publishing opportunities from Bloomsbury, why not sign up to their Academic Education e-newsletter? It’s quick and easy and you can unsubscribe at any time using the link in the footer of any email.

If you are attending conference, let us know on Twitter using the hashtag: #GEAconf2019

C2C: Non-Binary at Conferences

This post is part of the Countdown to Conference (C2C) series. We would love to feature a brief blog post from you too! Visit our main Countdown to Conference page for details! For more information about #GEAConf2019 visit the conference website

C2C: Non-Binary at Conferences
Dr Francis Ray White, University of Westminster
Twitter: @nbinhe

I’m looking forward to what will be both my first GEA conference, and the first time presenting a paper on the Non-Binary in Higher Education research project. My co-researchers Jennifer Fraser (University of Westminster), Raf Benato (City University), and I are conducting this project with the aim of better understanding how non-binary people, that is folk with gender identities that fall outside the male/female binary, move through higher education as both staff and students. More than that, we want to imagine what higher education, its institutions, its curricula, its teaching practices, might look like beyond the gender binary. Our project is ongoing and will include public events, skills sharing, interviews with staff and ‘future dreaming’ sessions with students.

Our GEA paper will start to discuss the findings from our recent online survey which was completed by over 350 non-binary higher education staff, students and alumni in the UK. An initial overview of the survey findings has started to reveal some of key struggles for non-binary people navigating higher education. Most of these reflect experience on the margins of cultural intelligibility – the lack of language, the lack of understanding, the lack of space (literal and metaphorical) in which to exist, the constant post-binary gender chore of explaining oneself to administrators, students, colleagues or tutors. Experiences often reflect the wide variation in the steps institutions have taken towards recognising and making space for people to be something other than male or female as they work or study. But, while there are the horror stories, there are also glimpses of what it is possible to carve out, both in the classroom and beyond, to make being non-binary possible in higher education today.

Our desire to do this research has undoubtedly come in part from our own experiences as non-binary and genderqueer academics who know only too well the ins and outs of university administrative systems and the day to day expectations, misreadings, misgenderings and the subtle and not so subtle erasures that shape non-binary life. Despite nearly eight years as an out non-binary academic this is still a daily reality for me, and one which I am still working out how to intervene in effectively. The irony of being the non-binary person who stands up in front of a conference to talk about being a non-binary person in higher education is that I don’t have the answers and can’t tell you how to avoid the pitfalls because I’m usually in one at the time!

Added to that, negotiating the academic conference itself offers up a whole other range of potential challenges. Although we haven’t specifically focused on conferences as an aspect of non-binary academic life in our research, I have always encountered them as curiously fraught spaces. It was actually attending a queer conference in Berlin back in 2010 that not only introduced me to someone using gender-neutral pronouns in real life for the first time, but helped bring in to focus my own need to re-name both myself and my gender. The thing about conferences is they often literally involve labels in the form of the ubiquitous conference name badge. Appearing under my unambiguously gendered former name at this conference felt particularly suffocating, the name tag failing to adequately capture either the kind of queer I felt I was, or the deep ambivalence I felt about the gender it signified. I’m not saying I only subsequently changed my name so I could have it on name badges at academic conferences…but I’d be lying if that wasn’t part of it!

Even with my more ambiguous name proudly printed on my name badge, conferences are still an unknown quantity for the non-binary attendee; will there be pronoun stickers? Will there be a gender-neutral toilet? Is it going to be the kind of gender conference where gender means women and everyone assumes you are one (even if you’ve shown up to give the talk on non-binary)? I’ve been both delighted and disappointed over the years and suspect that will be the case for many years to come.

For more information on the Non-Binary in Higher Education Research Project please see our website: https://nbinhe.com or follow us on Twitter: @nbinhe You can also email us at: NonBinaryinHE @ westminster.ac.uk

If you are attending conference, let us know on Twitter using the hashtag: #GEAconf2019

C2C: ‘I don’t think my sexuality would come into it at all’: Understanding Australian LGBT trainee teachers’ expectations

This post is part of the Countdown to Conference (C2C) series. We would love to feature a brief blog post from you too! Visit our main Countdown to Conference page for details! For more information about #GEAConf2019 visit the conference website

C2C: ‘I don’t think my sexuality would come into it at all’: Understanding Australian LGBT trainee teachers’ expectations
Dr Kate Russell, University of East Anglia
Twitter: @DrKRussell

I find it hard to identify myself as a researcher at times; I have a Psychology degree, a PhD in Sport Psychology and publications in body image research, child protection, teacher training, and the sociology of gender and sexuality in sport and education contexts. I have taught in Psychology, Sports Science, teacher training, and Education departments and shared my love and interest for all of these things wherever I have been.

My PhD in Sport Psychology looked at the participation motivation of female rugby players, netballers and cricketers. I focused on how body satisfaction influenced their identity within the sport and how the functionality of their bodies (as related to the ability to complete the requirements of their sport) factored heavily in this. I also found that body satisfaction was transient; many of the women who were initially positive about their body shape and size on their field of play, were often very negative about their bodies once they were in a social context. The frame of their judgements shifting from a performance oriented to a presentation mode that created a tension for them. Identity and gender have always been central tenets for me in my work.

In 2007, I emigrated to Australia to start a new life and to begin work as a teacher educator on a Health and Physical Education undergraduate training course. While I continued to research gender representations in elite sport there, I also began a new research focus on trainee teachers. I have been influenced heavily by the work of Tanja Ferfolja and Kerry Robinson in relation to the role of gender and sexual diversity training for trainee teachers in helping support their work with future pupils. Along with researchers like Harris and Gray, they have also focused on LGBTQ+ qualified teachers experiences in schools and the difficulties that many have faced but I was keen to focus more on the trainee experience. I was intrigued about the development of teacher identity and how/if sexual and gender diversity might influence ongoing thoughts about how to be a teacher.

My project (that I am presenting on at the conference), examined the experiences of 12 LGBT identified trainee teachers through their courses but also about what their hopes were for a teaching future. I was keen to explore if they felt that their gender and/or sexual diversity would/could/should influence the type of teacher they saw themselves becoming and how they would negotiate this in the heteronormative school climate. In New South Wales, where I was located, there is an exemption to anti-discrimination laws that means that religious schools can claim the right to refuse to hire, or to fire, an employee on the basis of their sexuality or gender identity and I wanted to know how LGBTQ+ trainees saw that. Faith based schools proliferate the Australian school system and was a destination of choice for many trainees – including those who identified as LGBTQ+. I have employed Janet Alsup’s Borderland discourse, as well as post-structural readings of the trainees stories to help frame the tensions identified; how they sought to negotiate the professional with the personal in a space where heteronormative dynamics take prominence and how difficult decisions needed to be made about where to teach in the future, what to hide, and how to live an open life. I argue that teacher training institutions need to do more to bring sexual and gender diversity into their classrooms to encourage (difficult) conversations about gender and sexual diversity, trainee teacher identity development and future aspirations. When some teacher educators espouse the mantra that teachers should keep the ‘professional and personal separate’, this feels very problematic or naïve at best. LGBTQ+ trainee teachers do not and will not live or work in a vacuum and these trainee stories show that there needs to be an open discussion about this as we train the next generation of teachers.  

If you are attending conference, let us know on Twitter using the hashtag: #GEAconf2019

C2C: Exploring the participatory experiences of transgender and non-binary people in sport

This post is part of the Countdown to Conference (C2C) series. We would love to feature a brief blog post from you too! Visit our main Countdown to Conference page for details! For more information about #GEAConf2019 visit the conference website

C2C: Exploring the participatory experiences of transgender and non-binary people in sport
Abby Barras, Ph.D. Student, University of Brighton
Twitter: @AbbyBarras
Blog: www.abbybarras.com

I’m going to start this introduction off with a confession. This is going to be only the second conference I have ever presented at, ever. If you had told me two years ago that I would be standing in front of academics and talking about my PhD research, the chances of me believing you would be rock bottom. This is not because I have had a meteoric rise into academia, far from it. Rather I am here by a lucky fluke, a bit of hard work, and the good grace to know that it’s not an opportunity to be squandered. This post is as much an explanation as to how I got here as a thank you to those who helped and inspired me and continue to do so.

At the time of writing I am just finishing my second year as a full-time PhD student at the University of Brighton, based in the School of Applied Social Science. My research focuses on the participatory experiences of transgender and non-binary people in everyday sport and physical exercise in the UK. It’s a scholarly extension of my master’s dissertation (Gender Studies, University of Sussex) which looked at participation for elite level transgender athletes and why posters on the website Mumsnet had (and continue to have), such an issue with transgender people taking part in sport. My research is a bit of a balancing act, drawing on feminist standpoint and queer theory, hegemonic masculinity, sports sociology, gender studies and the significance of transgender people and bodies.

I came late, then, to postgrad education, doing my MA part time in 2014 when my son started school and I was working at the University of Brighton as an administrator. It was hard at times to juggle it all, but I found a home on that course, one which offered me non-judgemental explanations as to why I had been feeling so overwhelmed by motherhood. It gave me a renewed belief system, it re-politicised me and reconnected me to feminism. I found the topics which I could most relate to were those around bodies: pregnant bodies, bodies that move, health, fitness and sport. I was fascinated by the opposing arguments in academia and the media and wanted to explore these debates more fully. In October 2016 I applied to do a PhD and was accepted to the University of Brighton to start the following year. Without the support of my tutor Prof Alison Phipps and former supervisor Prof Katherine Johnson I would not be here, now writing about this PhD, and I will be forever grateful to them both for believing in me.

Don’t worry, I’m done with trying to understand what’s going on in Mumsnet-Land, but I did come to realise that there is a lack of in-depth qualitative research which directly asks transgender people about their participatory experiences in everyday sport and physical exercise. Transgender people still face greater barriers to participation than cis-gender people, so I wanted to find out exactly why and hopefully, work with people to reduce these health inequalities.

Lastly, my research would not exist were it not for the generosity of the people in the transgender community who spoke to me about their experiences. The biggest thanks will always be to them.

If you are attending conference, let us know on Twitter using the hashtag: #GEAconf2019


C2C: Navigating Sexual Violence Cases in US and English Universities

This post is part of the Countdown to Conference (C2C) series. We would love to feature a brief blog post from you too! Visit our main Countdown to Conference page for details! For more information about #GEAConf2019 visit the conference website

C2C: Navigating Sexual Violence Cases in US and English Universities
Erin Shannon, Ph.D. Student, University of York
Twitter: @Erin_R_Shannon

I never thought I would land in a Department of Education for my Ph.D. studies. Thanks to the nature of my research—sexual violence in universities—I have been in a different department for each of my degrees: I double majored in English Literature and Women’s and Gender Studies at The College of New Jersey, moved to an International Development department (and Brighton) in 2016 for my MA in Gender, Violence and Conflict at the University of Sussex, and am now in the second year of my doctorate in University of York’s Department of Education. Since I am relatively new to the field of educational studies, this will be my first time at a Gender and Education Association conference and I am very much looking forward to sharing some preliminary findings from my thesis.

My thesis is a comparative project examining how universities in the United States and in England respond to student disclosures of sexual harassment and sexual violence. In order to understand how universities handle these cases, I am examining three levels of response: written policy, how university staff members implement that written policy, and how student victims/survivors experience staff implementation of policy. I am beginning to conduct a policy discourse analysis to address the first of these response levels and am nearly finished with my fieldwork, which addresses the latter two. I conducted 44 interviews with university staff members (e.g. Wellbeing Advisors, Title IX Coordinators) at five diverse universities in each country as well as with self-selected student victims/survivors who had reported to their universities.

While student demographics and sexual violence victimisation rates (around 25% of students) are similar in England and the United States, responses differ significantly as the United States has a standardised federal response framework while England currently does not. In the 2016 Changing the Culture report, however, Universities UK noted that it was looking at established response frameworks, such as Australia’s and the United States’, for guidance in possibly creating a national model. Beyond national structure, university responses to sexual violence also look different in practice in each country: Title IX in the United States is a legalistic and punitive model while English universities often pursue a culture change model.

My findings suggest that despite these differences in response structure, universities in England and the United States have a shared investment in protecting their institutional reputation over the wellbeing of their students, especially student victims/survivors. My participants shared with me that this need to preserve reputation comes in many forms, including protecting academic staff who perpetrate violence because they are seen as ‘valuable’ (e.g. they win large grants or provide important REF contributions), urging students not to go to the press about their cases, and even forcing a student to report so the university could fire a tenured professor to eliminate bad press. This prioritisation of institutional reputation over student wellbeing occurred in my sample despite the genuinely good intentions of individual staff members responsible for policy creation and implementation.  

I will be discussing this dynamic and more initial findings during my presentation, and am looking forward to connecting with other feminist education scholars. If you would like to know more about my research in the meantime, you can visit projectcursv.com

If you are attending conference, let us know on Twitter using the hashtag: #GEAconf2019

C2C: Feminist Thought in Childhood Research Book Series Launch

This post is part of the Countdown to Conference (C2C) series. We would love to feature a brief blog post from you too! Visit our main Countdown to Conference page for details! For more information about #GEAConf2019 visit the conference website

We are pleased to announce the launch of a new series entitled Feminist Thought in Childhood Research at the Gender and Education Conference this year.

Edited by Professors Jayne Osgood (Middlesex University, UK) and Veronica Pacini-Ketchabaw (University of Western Ontario, Canada) and published by Bloomsbury Academic, the series will be launched at the Gender and Education Association conference on Thursday 27th June at 12pm in Portland Building, Room 2.33abc. All conference attendees are very welcome to bring their lunch and come along to the launch for the chance to find out more about the series as well as opportunities to contribute to it.

Drawing on feminist scholarship, this series explores the use of creative and experimental modes of researching and practising in childhood studies. Recognising the complex neo-liberal landscape and worrisome spaces of coloniality in the 21st century, books in the series provide a forum for cross-disciplinary, interdisciplinary and transdisciplinary conversations in childhood studies that engage feminist decolonial, anticolonial, more-than-human, new materialisms, post-humanist and other post-foundational perspectives that seek to reconfigure human experience. The series offers lively examples of feminist research praxis and politics that invite childhood studies scholars, students and educators to engage in collectively to imagine childhood otherwise.

The series has three volumes available so far:

The series editors welcome proposals for new books – both authored and edited collections, from early career and established scholars – addressing past, present and future childhood research issues from a global context.

Delegates of the GEA Conference 2019 will also have the opportunity to receive 35% off the first three books in the series – so look out for a discount flyer in your delegate pack!

If you have any questions or comments about the series, you can contact the series editors or publisher:

  • Jayne Osgood, j.osgood @ mdx.ac.uk
  • Veronica Pacini-Ketchabaw, vpacinik @ uwo.ca
  • Publisher: Mark Richardson, mark.richardson @ bloomsbury.com

If you are attending conference, let us know on Twitter using the hashtag: #GEAconf2019

C2C: Free Teacher Symposium

This post is part of the Countdown to Conference (C2C) series. We would love to feature a brief blog post from you too! Visit our main Countdown to Conference page for details! For more information about #GEAConf2019 visit the conference website

Join us for the free pre-conference day for the Gender and Education Association international conference. Anyone can join, whether or not you are joining us for the rest of conference.

International Teacher Symposium, University of Portsmouth, Monday 24th June 2019

Supporting Diversity in Schools and Communities


FREE, Registration required, spaces limited, lunch provided: http://bit.ly/GEA_Reg

All are welcome. The event is especially organised for teachers, education leaders, and education researchers. The full day event is scheduled for 9:30am-6pm. For event details, including session times, please visit the conference website

Download and share the Symposium flyer

Session Topics and Presenters


Keynote and Workshop: Becoming resource-ful: the making and mattering of creative activisms to address gender and sexual violence, Professor Emma Renold, Cardiff University


Workshop: Beyond Awareness: Breaking Implicit Bias Habits, Dr Jessica Gagnon, University of Portsmouth & Dr Arif Mahmud, University of Roehampton



Celebrating Differences: Whole School and Community Approaches to Supporting LGBTQ+ Students, Aaren-James Martin & Sarah Jolliffe (Portsmouth Pride), Josh Breach (Portsmouth City Council), & Jo Morgan (Portsmouth Grammar School)


Engaging Boys and Men as Agents of Change in #MeToo: Powerful Pitfalls and Possibilities,
Professor Michael Kehler, University of Calgary, Alberta, Canada



Teaching Feminist Digital Writing and Activism on #MeToo, Sexism, and Racism,
Ileana Jiménez, Teachers College, Columbia University, New York USA         


If you are attending, let us know on Twitter using the hashtag: #GEAconf2019