Lessons on transgender life ‘just confuse primary pupils’
TEACHING transgender lifestyles confuses primary school pupils, an education expert has said.
Joanna Williams said the small number of transgender children in schools did not justify the ‘time, effort and money’ spent creating teaching materials on the issue.
She also warned that while schools should support pupils who are transgender, some teachers are going much further in encouraging all pupils to ques- tion whether they are a boy or girl. This may create confusion for a child who may not have previously considered the issue.
In some cases transgender education has become a ‘political goal’ which seeks to override parents’ views, she believes.
Dr Williams delivered a lecture on transgender issues in schools at the Festival of Education at Wellington College in Berkshire yesterday. It comes ahead of her forthcoming book, Women Versus Feminism, examining problems within gender politics.
In her lecture, she pointed out that research suggests only 1 per cent of the population experience gender issues, but despite this the topic has received huge attention in schools.
She said: ‘We are increasingly reminded that schools are struggling financially. Yet the time, effort and money that goes into producing and monitoring transgender policies is out of all proportion to the tiny number of trans children currently in Brit- ish schools.’ Earlier this year it was revealed more than 120 schools have adopted a gender-neutral uniform policy, meaning both boys and girls can wear skirts or trousers.
In April, the National Union of Teachers voted in favour of teaching children aged two to four about transgender lifestyles in nursery to reduce hate crime.
Schools have a duty to protect children who may be trans, but some schools are going further by ‘raising awareness’ with special sessions.
Charities run workshops for primary schools on trans awareness and other gender and sexuality issues.
Dr Williams said: ‘Children might start school knowing the difference between boys and girls – but they are quickly encouraged to unlearn this knowledge.’ She pointed to one
‘A distinct political outlook’
children’s book on transgender issues recommended for teachers to read with very young pupils, called Dogs Don’t Do Ballet.
Suggested questions to put to pupils are: ‘What does Dad mean when he says that dogs don’t do ballet? Why does he think that?
‘For example, could it just be that he hasn’t met a ballet-dancing dog before – or perhaps because he has some stereotypical ideas about what dogs do – and what they don’t?’
Dr Williams said: ‘When we cut through the metaphors, the challenge not just to stereotypical gender roles but to the attitudes of parents is clear. However politically well intentioned teachers may be, criticising the views and values of home vastly alters the remit of the school away from education and towards the promotion of a distinct political outlook. The role of the teacher becomes policing the values, thoughts and language of children to bring them in line with one particular ideological position.’