ABSTRACT
This chapter highlights the experiences of gender and sexuality diverse students forced to attend school by law, and coming of age in environments where their very existence challenges hetero/cisnormative assumptions and at a time when visibility of gender and sexuality diversity (and social/relationships education) is at odds with a neoliberal schooling agenda. It begins with an examination of the international literature on the schooling experiences of gender and sexuality diverse students, by way of drawing parallels with, and further contextualising, the Australian school environment. The culture of limitation structures the parameters, or boundaries, of “allowable” gender and sexuality diversity within the curriculum as experienced and/or assumed by educators. The school-based silences are reinforced by a culture of limitation and related discourses which, unacceptably, can result in disruptions to gender and sexuality diverse students’ academic trajectories.
