Epistemic Injustice in Early Childhood Education for Transgender and Gender-Expansive Children

• In Event: Trans, Queer, and Nonbinary Students' Experiences With Schooling

Abstract

We compare privileged theories of child development and gender in early childhood
education with the lived experiences of transgender and gender expansive (TGE) young children
and adults gathered through qualitative interviews and participatory action research. Epistemic
injustice, the image of the child, and traditional child development theories inform data analysis
and discussion of findings. Findings suggest that TGE young children are experiencing multiple
forms of epistemic injustice – in which they are wronged in their capacities as participants in the
creation and sharing of knowledge – which can lead to decreased intellectual confidence,
lowered self-esteem, trauma, shame, and the literal loss of self-knowledge. A framework is
introduced to work towards epistemic justice for TGE young children through emergent listening
and resistant imagination.

Authors

• Julie M. Nicholson, Mills College

• Katie Steele, Australian National University