Imagining Trans-Affirming Futures: Creative Visions from TNB Students and Caregivers

• In Event: Arts based educational research and imagining future(s)

Abstract

This paper presents preliminary findings from a qualitative, arts-based study that explores how trans and nonbinary (TNB) K–12 students and their caregivers imagine ideal, affirming gendered school systems. Drawing on transformative paradigms and trans development and inclusion theories, participants created artwork that envisioned gender-expansive, inclusive educational environments. Analysis reveals three key themes: desires for trans-accommodative or trans-emancipatory approaches to inclusion; rejection of binary, genital-based sex assignment; and support for exploratory gender learning. The findings illuminate how personal context shapes possibility, and how imagination can inform systemic change. By centering TNB voices and creative expressions, this research challenges cisheteronormative assumptions and highlights the power of envisioning radically supportive futures where all students can thrive as their authentic selves.

Author

• SJ Hemmerich, University of Wisconsin - Madison