How often could people who have studied humanities or social sciences say their curriculum had integrated trans and non-binary people and their experiences into the teaching? And how often do educators make sure that students have the opportunity to read work by trans and non-binary authors?
I’m collecting perceptions of trans and non-binary inclusive teaching from people who studied (or are still studying) humanities and/or social sciences in the UK at any point since 2005, in order to inform the teaching I help to develop at my own university and also to help demonstrate to other universities why it matters to have a trans and non-binary inclusive curriculum, and what things in particular people who responded to the survey have seen to work well – or think need to be improved.
The opportunity to do this came up when the last stage of a teaching qualification I’m working towards at Hull (the Postgraduate Certificate in Academic Practice) required us all to do an individual and independent research project. Although the first thing I have to write for the project is an interim report in order to get the PCAP qualification, I wanted to work towards something that could help me test some hypotheses I already had about student perceptions of trans- and non-binary-inclusive teaching, and which could inform work I want to do on helping to improve this in future.
I’m launching an online survey today which will be open until 31 October 2015 for people to respond if they’ve studied humanities and/or social sciences in the UK at any time since 2005. Its focus is on what a trans- and non-binary-inclusive curriculum might be like in practice and how well UK higher education has been providing this so far (in the view of people who respond to the survey). It won’t ask you to identify your university, the subject you studied, or whether you are cis or trans. (And please don’t respond if you’re a current Hull student who I have assessment or pastoral responsibilities over in 2015-16.)
My starting point is that a trans and non-binary curriculum is important, both so that trans and non-binary students aren’t left feeling invalidated by their curriculum and also so that all students finish university better equipped to act in solidarity with trans and non-binary people.
As well as collecting accounts of how trans- and non-binary-inclusive the teaching that people remember might or might not have been – which will be the basis for making recommendations after the survey has finished – there are some more things that I hope the research will test:
- The Equalities Act 2010 obliged universities and other public organisations not to discriminate against people on the grounds of gender reassignment (though much work against transphobia still needs to be done to eradicate the barriers that trans students face in accessing and progressing through UK higher education – see the work of the NUS LGBT campaign and the ongoing campaign for a full-time, paid NUS trans officer), and the government Equalities Challenge Unit recommended universities should make sure curricula did not reinforce transphobic stereotypes – but will there be any significant difference in perceptions from people who were in higher education before 2010 and people who were/are studying more recently?
- Is updating the curriculum enough on its own to create teaching that students perceive as trans- and non-binary-inclusive – and if not, what else will respondents think needed to be done?
- Even if teaching has become more trans-inclusive in general since 2005, what has coverage of non-binary identities and experiences been like?
(I recognise ‘inclusion’ and ‘inclusivity’ are words that don’t in themselves change anything about where the power to include or exclude lies – but I’ve used them in the title of the survey so that what I’m asking about will make sense in a brief way)
The teaching curriculum is only part of a student’s experience at university (and if you take the survey you’ll have an opportunity to express how relatively important you think it is compared to other areas) – but it’s the one that academic staff have the most power to change, so I hope this will complement work against transphobia in other areas of higher education that I try to contribute to as a lecturer and as the current chair of my university’s LGBT network for staff.
After the survey closes, the first thing I’ll do is to write up the project report for my qualification (this will be based on the first 30 responses if the total is higher than that), but then I want to take more action based on what the findings turn out to be:
- At my own university, I’ll discuss them with the Staff LGBT Network, the Hull University Union LGBT+ group and the University’s Equality and Diversity Office
- I’ll write them up for a peer-reviewed article which I’ll submit to an academic journal in the field of higher education, to help support other academics and students who are advocating for trans and non-binary inclusivity in teaching (when academic citations can be useful backup sometimes). If it’s accepted, this will be available through the Hull digital repository and my own academia.edu page
- I’ll liaise with some young people’s trans organisations and the NUS LGBT campaign on whether I can help work that they do, and what ways of presenting the recommendations would be most useful for them
- I’ll use my position to approach academics who might not normally think about trans and non-binary issues, for instance by giving presentations in teaching and learning streams of my subject associations.
If you’d like to be kept informed about reports or articles that I write as a result of the survey, please email me at email@example.com (whether or not you’re also taking the survey) and I’ll update you as and when they happen.
The survey itself is available at https://hull.onlinesurveys.ac.uk/transandnonbinaryhss and will be open for responses until the end of 31 October 2015 (GMT). There’s more information for potential participants on the first page of the survey so please read it carefully before deciding whether you want to take part.
In case this post reaches people who don’t usually read this blog
I’m a lecturer in 20th century history at the University of Hull and I’m also currently the chair of the university’s staff LGBT network. Most of my research is on the Yugoslav wars and their aftermath, though I also have wider interests in the politics of popular culture and nationalism and in overcoming structural exclusions that make higher education less accessible that it should be. I’m not quite sure of the best way to describe my gender identity even though it deserves to be mentioned in a post like this (I don’t feel detached from female pronouns but I don’t like people feminising my name too much), but the most accurate way for me to describe the social position my gender gives me would be to say that I’m a cis woman. Most of the research articles I’ve published are available online and I also write about my research interests semi-regularly on this blog (including a collection of posts on feminism and gender). I’m also active on Twitter as @richmondbridge.