This book is for early childhood educators committed to learning
about gender [in]justice as a foundation for creating gender
affirming early learning environments for all children including
those who are transgender and gender expansive (TGE). The authors
engage in progressive and contemporary thinking about gender
acknowledging its complexity, intersectionality, diversity and
dynamism. They draw on Miranda Fricker's (2007) concepts of
testimonial injustice to discuss how young TGE children are
considered "too young" to have gender identities or to truly know
themselves and hermeneutical injustice to represent the challenges
TGE children face in educational environments that do not provide
them with linguistic or interpretive tools to help them fully
understand and communicate about their gender. Woven throughout the
book are the lived experiences and counter-stories of TGE children
and adults that privilege their voices and highlight their right to
contribute equally to societal understandings of gender and to
access all the tools a given society has available at the time to
help them name and understand their own experiences. The authors
provide discourse, conceptual frameworks and concrete strategies
educators can use to inspire resistant social imaginations (Medina,
2013) and actions that improve gender justice for our youngest
children.
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