In recent years there has been increasing awareness of transgender and gender non-conforming people in the UK, and in turn there have been vastly increasing numbers of people seeking medical treatment for their gender dysphoria. This research paper analyses the past medical literature on transgender and gender non-conforming people in the UK, in combination with an interview with a surgeon working in the field of sex reassignment surgery, to examine the historical trends in medical approaches to gender non-conformity. This investigation into changing medical standards and practices is argued to indicate three major trends, a correlation between wider social norms and medical norms, an increasing de-pathologisation of gender non-conformity and an increasing focus on individualism over society. These trends are then extended forward and used to imagine possible future changes in the medical treatments of transgender and gender non-conforming people in the UK, such as an increasing focus on an informed consent model and a problematising of the boundaries between “transgender” medical procedures and other forms of bodily modifications. This paper aims to contribute to the current body of work in feminist science studies focusing on gendered aspects of medical practices, and also aims to continue the work of Donna Haraway and others in deconstructing rigid bodily categories.

Gränsöverskridande könsidentiteter - Att definieras som normativ eller icke- normativ individ i det forntida samhället. Gender Non- Conforming identities- To be defined as an normative or non- normative person in the prehistorical society. How can we see Gender Non- Conforming identities in the archaelogical context? And what do these individuals tell us about the prehistorical society? This study of three individuals from prehistoic anf historic context that may or may not have been percived as Gender Non- Conforming in the past according to archaeological studies. Keyword: Gender Non- Conforming identites, Queer-theory, Dannikewoman, Birkaworrior, Oleneostrovski mogilinik, Sharmanism

The following study examines the experiences of non-binary people living in a society that emphasizes a gender binary, along with how being non-binary affects participants' views of the world and themselves. The study also looked to establish a working definition of "non-binary." I interviewed 17 participants who self-identified as non-binary regarding their lived experiences as non-binary people. Narratives were used to establish codes and themes. Adopting a narrative approach to the data, the study puts forth working definitions of non-binary and related terms, such as gender non-conforming, androgyny, and genderfluid. The study found that most participants saw themselves as breaking the norms by being non-binary and in other ways, including their sexuality and religion. Participants placed an emphasis on visibility, asserting that by being visible as non-binary they help society move away from strict binary constructs. Participants also described many adverse experiences associated with being non-binary, including being misgendered and safety concerns, which can impact non-binary people's mental health. This study forms a basis for further research into non-binary experiences, both in relation to lived day-to-day experiences and in terms of associated mental health outcomes.

The transgender and gender diverse (TGD) patient population consists of a diverse group of people with unique needs who have, unfortunately, been underserved by the medical community. These individuals share a disproportionate burden of discrimination and disease when compared to cisgender persons. However, despite this, they continue to receive inequitable treatment, and transgender health topics still comprise just a small portion of medical education training. While efforts to improve awareness and training regarding transgender health care needs are underway, these take time to gain traction. It also relies heavily on changing medical providers’ own biases. Telemedicine has been proposed as a way to potentially bridge the gap and increase the access and availability of quality, informed medical care to this community. Although telemedicine has demonstrated its ability to do this in other areas of medicine, the existing research on whether it has the capacity to do so for transgender health care delivery is scant. The majority of the existing literature on the topic consists of retrospective qualitative feedback provided during a time where telemedicine was still emerging as a commonplace medium through which medical care is provided. Therefore, this thesis proposes to perform a randomized controlled trial investigating whether instituting a hybrid telemedicine approach has the capability to expand the accessibility of specialty transgender health care services as compared to fully in person medical care while maintaining a high standard of health care quality and patient satisfaction. This study would have the capacity to help inform future health care policy and provide support for continued telemedicine offerings and reimbursement moving forward.

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Even though America has seen an increase in the level of acceptance for people who identify as LGBTQ and/or gender non-conforming, certain aspects within society continue to hinder their rights, especially within public education. Specifically, there are insufficiencies regarding content of and attitudes toward including LGBTQ issues in teaching and leadership training programs. Add to that, the deficits in most Family Life Education (FLE) programs in elementary schools as they lack adequate coverage of developmentally appropriate teaching and learning about gender and sexuality. Taken together, it remains questionable whether the needs of LGBTQ and/or gender non-conforming children can truly be met. The purpose of this qualitative case study was to examine the policy discourse concerning teaching and learning gender and sexuality issues during early childhood at an elementary school in Virginia. Another purpose was to understand how educators perceive developmentally appropriate timing and content for these topics as well. A combination of critical policy analysis and critical advocacy research was utilized to compare and analyze the written policy discourse as presented within Virginia’s FLE policy to educators’ (teachers, counselors, principals) interpretation and enactment of these written discourses in their classrooms and schools. Findings revealed specific ways the written, spoken, and enacted discourses diverged and coalesced and how these similarities and differences inform future policy and practice. A critical analysis of the written discourses (and silences) suggest Virginia’s FLE curriculum and instruction maintains heteronormative undertones, while the spoken and enacted discourses indicates concern for expanding elementary students’ understanding and acceptance of LGBTQ and/or gender non-conforming children and non-normative family structures. Implications of findings include suggestions for future research and changes in policy and practice that aim to create more inclusive classrooms and schools.

This study examined the hindering and helpful events that transgender and gender-nonconforming Ontarians experienced in therapy. To explore descriptive accounts of these experiences, we employed a systematic and rigorous investigation using the significant events framework and thematic analysis to interpret findings. Eleven participants underwent semi-structured interviews, providing rich accounts of their recent therapy experiences alongside their contexts and impacts. From these interview transcripts, we constructed eight major themes relevant to the research question: (1) Helpful and Hindering Relational Gestures; (2) Expectations about the Therapist’s Role; (3) Therapist’s Perception of Transness; (4) Topics in Therapy; (5) Significant Relational-Emotional Experiences; (6) Significant Event Impacts on the Client; (7) Client Processes in Understanding Significant Therapy Events; and (8) Contexts. Implications for therapeutic work are discussed.

This (master thesis) examines teachers’ and transgender students’ accounts of meeting and encountering each other and what possibilities and obstacles for recognition that their stories portray. The study and analysis are based on interviews with three students and three teachers at different upper secondary schools in Sweden (carried out during the fall of 2020). The analysis is grounded in Axel Honneths (2003) theory of recognition and aided by Carl-Göran Heidegrens (2009) analytical levels of recognition. The findings show how students’ experience recognition and misrecognition in school and in encounters with their teachers as well as how different aspects of teacher-student encounters affect trans and queer students’ everyday life in upper secondary school. The teachers’ accounts support these findings and the analysis sheds light on potential underlying reasons for acts of, or students’ experiences of, misrecognition. Such reasons include: Teachers’ knowledge gaps concerning (LGB)TQ issues, fear of ‘touching’ upon the subjects, their own need for recognition and difficulties to take the others’ perspective. The study concludes the need for school strategies that, among other things, aim to fill in teachers’ knowledge gaps concerning (LGB)TQ issues in order to better recognize trans* and queer students. / Denna uppsats syftar att undersöka lärares och (trans)elevers berättelser om möten med varandra i förhållande till erkännande och att vara elev på gymnasienivå med normöverskrivande könsidentitet. Materialet består av kvalitativa semistrukturerade intervjuer med tre (trans)elever och tre gymnasielärare i samhällskunskap, vilket analyseras utifrån Axel Honneths (2003) teorier och olika former av erkännande samt Carl-Göran Heidegrens (2009) tre analysnivåer av erkännande. Resultatet visar hur elever upplever icke-erkännande och missaktning relaterat till att vara trans i skolan. Lärarnas bemötande och erkännandepraktik framstår bland annat bero på icke-erkännande förhållningssätt och attityder; rädslor och kunskapsluckor; samt brist på stöd och erkännande. Analysen tyder på lärares svårigheter att se bortom normativa föreställningar och hegemoniska diskurser om kön, framförallt grundade i den institutionaliserade erkännandeordningen som leder till en praktik som är skadliga för transelevers välbefinnande i skolan. Studien visar framförallt på behovet av mer fortbildning och kollegiala diskussioner om hbtq-frågors implementering i undervisningen för att bättre erkänna transelever.

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