ABSTRACT
When youth resist exclusionary practices that seek to reinforce gender identity normativity, they participate in forms of resistance that creates and inspire forms of new knowledges to grow. These changes carry tremendous potential for future gender identities to be recognized. Their resistance can reposition educators to make a trans-sectional turn, a shift in educational contexts that spawns new actions. This chapter expands on prior trans-sectional research with a group of 9–18 year old students who have complex gender identities, with their families and with key stakeholders in schools, and offers recommendations for middle to high school in-service teachers, secondary university educators, and preservice teachers about how expanding strategies situated through a trans-sectional gaze can foster gender identity self-determination and justice.
