Beyond inclusion: trans and gender diverse young people’s experiences of PE and school sport

Abstract

ABSTRACT There is a dearth of research with LGBTQI+ youth in PE and school sport, with particularly deep silences in relation to trans youth. Drawing from a qualitative study with trans and gender diverse youth in second-level schools in Ireland, this paper explores how trans and gender diverse young people are negotiating PE and school sport. A total of nineteen trans and gender diverse young people participated in this study; thirteen young people participated in semi-structured interviews while twelve young people took part in three arts-based workshops. In this paper, we home in on the modalities of inclusion experienced by trans and gender diverse young people as they navigated gendered classification and ordering practices in PE and school sport. Leaning on theoretical insights into the politics of inclusion for LGBTQI+ people, we demonstrate the limited effects of supporting trans and gender diverse young people via individualising methods of inclusion when PE and school-based sport are predicated so fundamentally on an intensely policed cis-heteronormative gender binary. Ultimately, the accounts of the young people in this study steer us towards the necessity to move beyond individualist modalities of inclusion and reimagine the architecture of gender at work in PE and school sport.