Towards inclusive futures through trans-inclusive education

11 February 2025

By Aria Zhang, Education Studies BA*

*From the 2024/2025 academic year onwards, this degree has been renamed the Education, Society and Culture BA.

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Aria Zhang reflects on the Trans-inclusivity seminar series from her perspectives as a student facilitator and as a queer feminist at IOE.

Trans inclusivity in academia is a crucial aspect of creating equitable and supportive environments for all individuals. Given the pervasive and often damaging media coverage of trans individuals in recent years, the need for trans inclusivity in academic settings is pressing.

The Trans-inclusivity Seminar Series, which ran from February to June 2024, exemplifies this commitment to fostering a culture of acceptance and understanding. At its core, the series aimed to showcase the most dynamic, insightful, and forward-thinking perspectives in academia, standing as a testament to the intellectual rigor and transformative potential of transgender and trans feminist studies. 

Background of the seminars

Debuting during LGBT+ History Month, the series featured a variety of talks by leading academics and current researchers in trans-inclusive research and scholarship. It is organised from within IOE, UCL’s Faculty of Education and Society, and significantly contributed to by the Seminar Series Committee members: Kata Kyrölä, Sara Bragg, Jessica Ringrose, Ian Warwick, Heather Spence and Meghanne Barker and led by Simon Liu, the IOE Faculty LGBTQ+ Equity Lead. The series was funded by the LGBTQ+ Equality Implementation Group (LEIG) after Simon and the Seminar Series Committee had successfully submitted a grant proposal.

By bringing together queer, transgender, and trans inclusive feminist and gender researchers, the series highlights the inclusive and supportive work being done by a wide spectrum of academics. Through these seminars, the series aimed to and continues to challenge and dispel hostile stereotypes of feminist and transgender representation in the media, offering a comprehensive exploration of current debates in transgender studies. The majority of the recorded seminars are available on the IOE’s official YouTube channel.  

Personal role and reaction to being part of the seminar series

As an undergraduate student, I applied for the role of student assistant and facilitator for the Trans Inclusivity Seminar Series, driven by my deep commitment to LGBTQ+ equity and my identity as a queer feminist student at IOE, as well as my eagerness to gain organisational experience. Although I joined partway through the series, I quickly became involved in the outreach process, contacting LGBTQIA+ networks within universities and related organisations. I wanted to contribute to this important series, which amplifies trans voices and brings trans-inclusive scholarship to the forefront. This experience has been transformative for me, both personally and professionally.

Key themes and topics

The seminars address a wide range of themes critical to understanding trans scholarship and inclusivity, contrasting trans inclusive feminist and gender critical perspectives. The first event featured Professor Deborah Shaw (University of Portsmouth) on ‘Trans inclusive feminism, gender critical feminism: culture wars in the media’. This talk highlighted the media’s role in shaping public perceptions of trans issues. It investigated how frequent reporting of gender-critical feminists has been weaponised in media coverage against trans people, in contrast to the significant under-reporting of trans-inclusive perspectives from supporters such as trans-inclusive feminists (IOE, 2024e). Professor Shaw’s discussion revealed how media narratives can perpetuate harmful stereotypes and underscored the importance of challenging these narratives.

In March, Professor Davina Cooper from King’s College London delved into ‘The Controversial Politics of Abolishing Legal Sex in Britain’, exploring the implications of prefigurative law reform (IOE, 2024c). Prefigurative law reform is a method for analysing dominant arrangements, considering novel social organisations, and supporting transformative change (IOE, 2024c). By envisioning the abolition of legal sex and gender, it invites critical reflection on current norms and encourages innovative thinking about social justice. Her exploration offered a radical rethinking of gender categories, highlighting the potential for legislative and societal shifts.

Also, in March, Dean Kathryn Bond Stockton delivered a talk titled ‘I Was a Queer Child and So Were You: Toward Social and Cultural Transformation’, which weaves personal memoir with theoretical insights about gender, sexuality, and identity, exploring how these concepts are shaped by societal, racial, and cultural norms, especially in childhood (Stockton, 2024). Challenging the conventional belief that queer children are non-sexual beings in contrast to their heterosexual counterparts (Stockton, 2009, p.7), Stockton delved into the early formation of sexual identities, reflecting on her own experiences of gender confusion as a child. Stockton emphasized that understanding these nuances is crucial for creating a more inclusive society. The talk ultimately tied this awareness to broader goals of social justice and human flourishing, making a powerful case for embracing the complexities of identity.

In April, Dr Natacha Kennedy from Goldsmiths College tackled ‘Deconstructing Transphobia’, analysing strategies used by transphobia proponents and their impacts on transgender human rights (IOE, 2024b). She examined the systemic tactics employed by those who oppose transgender rights, delving into perspectives and evidence presented in the Cass Report. Dr Kennedy emphasised that transphobia is often inflamed by media mirror propaganda, which involves reflecting societal prejudices against marginalised groups such as transgender individuals, and reinforcing them through selective and sensationalised reporting. Her analysis underscored the need for grass-roots alliances between trans groups and other organisations campaigning against abuse of power, to combat discrimination and the systematic exclusion of transgender rights.

Dr Onni Gust (University of Nottingham) spoke in May on ‘Trans history: What? Why? Where?’ providing a holistic look at the recording and importance of transgender history (IOE, 2024d). Their historical perspective illustrated the ever-present yet often obscured transgender history (Gust, 2024) and its critical role in understanding a history of everyone. This narrative of shared experiences of being othered and stigmatised highlighted the universal relevance of trans history.

Dr Kata Kyrölä, from the IOE’s Department of Culture, Communication, and Media, delivered the talk ‘Cancel culture’ and politics of vulnerability in queer/trans online spaces’. This presentation explored how ‘cancel culture’ is discussed in relation to gender and sexual diversity issues online and how conflicts over ‘cancellation’ is connected to broader cultural and emotional trends (IOE, 2024a). Dr Kyrölä highlighted that queer and trans people become frequent targets of denial, regulation, and rage. This heightened scrutiny and emotional intensity create a precarious environment. Throughout the talk, concepts of cancel culture were illustrated through examples of platform drama, the politics of vulnerability, and paranoid readings, offering a comprehensive examination of the unique challenges faced by queer communities in digital spaces.

The final panel in June featured insightful presentations from emerging PhD researchers at UCL, each addressing key issues within trans studies from diverse disciplinary perspectives. Kylo Thomas examined how carceral technologies, or those rooted in the prison system, such as automated gender recognition systems and data gaps in medical metrics, target and erase trans bodies and identities (UCL, 2024). He explored how these systems function to silence and marginalise trans people while advocating for abolition justice and mutual aid as vital strategies for survival and for building a more equitable future. Zhuanxu Xu critiqued the limitations of Social Reproduction Theory in recognising trans labour, highlighting its alienation under capitalism. Through a Trans Marxist lens, she advocated for re-theorising social reproduction to prioritise gender autonomy and the communisation of care as pathways to collective liberation (UCL, 2024). Betsy Milne, drawing on her involvement in the NSPCC’s Sexuality Education+ project led by Professor EJ Renold (Renold et al., 2023) and the AHRC COVID-19 Rapid Response Study led by Professor Jessica Ringrose (Horeck et al., 2024), discussed how social media platforms are spaces for learning and community, as well as gender-based and sexual violence for sexually- and gender-diverse youth. 

Personal reactions and experience of events facilitation

As an event assistant facilitator, my role was to ensure the smooth running of the seminars, providing support to both the speakers and the audience. I assisted with tasks such as guiding participants to gender-neutral toilets and addressing their needs throughout the events. Meeting some of the leading figures in gender and media studies was particularly inspiring, especially attending Dr Kata Kyrölä’s talk on ‘cancel culture.’ The insights shared on how the online transgender community navigates the challenges of cancel culture were highly relevant, not only for understanding the struggles faced by this community but also for exploring the wider ecology of the LGBTQIA+ community in the digital age.

The audience was highly engaged during the Q&A sessions at each event. For instance, in Dr Natacha Kennedy’s talk, I witnessed a lively exchange of ideas, with participants passionately debating their perspectives. Despite the intensity of these discussions, the Chair and Seminar Series Coordinator demonstrated impressive control over the atmosphere, deftly managing interactions to ensure mutual respect for differing viewpoints. Their careful oversight fostered an environment that remained friendly, inclusive, and respectful throughout the events.

However, the experience also highlighted the realities of organising trans-inclusive events in academic institutions. Security precautions became a necessary aspect of the planning. We were reminded that, despite the positive energy surrounding the seminars, there are still risks and challenges in hosting events centred on trans inclusion, which reflects broader societal tensions. This taught me a lot about institutional considerations and the importance of creating safe, inclusive spaces, both physically and intellectually. 

Conclusion

By fostering critical discussions and understanding, the Trans Inclusive Seminar Series paves the way for future initiatives aimed at enhancing trans inclusivity. The insights gained from these seminars will undoubtedly contribute to ongoing efforts to create more supportive and inclusive academic environments. However, the series has also highlighted significant challenges faced by academics, such as institutional resistance, lack of comprehensive policies, and the need for continuous dialogue. Addressing these challenges is essential for creating a truly inclusive academic environment. Altogether, continued support and engagement from the academic community are vital to sustaining this progress and ensuring a more inclusive future for all. 

As a queer undergraduate student at IOE, the Trans Inclusivity Seminar Series had a profound impact on me. The seminars left a lasting impression on me, not just for the knowledge shared, but for how they made everyone involved—LGBTQIA+ individuals and allies alike—feel seen, heard, and valued within the IOE community.

Reflecting on my journey through the series, I have grown in both my understanding of trans feminist scholarship and my skills as a facilitator. I’ve learned first-hand about the complexities and tensions that arise when hosting events on sensitive yet crucial topics like trans inclusivity within academic institutions. For me, this experience was a powerful reminder that education extends beyond the confines of the classroom—it is about creating spaces where people can find a sense of belonging and support.

References 

Horeck, T., Ringrose, J., Milne, B., Mendes, K. (2023). Young People’s Experiences of Technology-Facilitated Gender-Based Violence During COVID-19: Final Report, Anglia Ruskin University.  Available at: https://www.aru.ac.uk/news/uk-teens-experience-huge-spike-in-online-harm (Accessed: 11, January 2024). 

Gust, O. (2024). ‘Of mermaids and monsters: Transgender history and the boundaries of the human in eighteenth‐ and early‐nineteenth‐century Britain’, Gender & History, 36(1), pp. 112–129. doi: https://doi.org/10.1111/1468-0424.12769.  

IOE, UCL’s Faculty of Education and Society (2024a). ‘Cancel culture’ and the politics of vulnerability in queer/trans online spaces | UCL IOE. [Online video]. Available at: https://www.youtube.com/watch?v=qgFB80dKK2k (Accessed: 17 August 2024). 

IOE, UCL’s Faculty of Education and Society (2024b). Deconstructing transphobia | UCL IOE. [Online video]. Available at: https://www.youtube.com/watch?v=WK15bA-nZAg (Accessed: 17 August 2024). 

IOE, UCL’s Faculty of Education and Society (2024c). The controversial politics of abolishing legal sex in Britain | UCL IOE. [Online video]. Available at: https://www.youtube.com/watch?v=5V3Wx7eVCxA (Accessed: 9 January 2024). 

IOE, UCL’s Faculty of Education and Society (2024d). Trans history: What, where, why? | UCL IOE. [Online video]. Available at: https://www.youtube.com/watch?v=jx4xTb8557o&t=1s (Accessed: 3 January 2025).

IOE, UCL’s Faculty of Education and Society (2024e). Trans-inclusive feminism, gender critical feminism: culture wars in the media | UCL IOE. [Online video]. Available at: https://www.youtube.com/watch?v=iXcT98w8dlE (Accessed: 9 July 2024). 

Renold, E., Bragg, S., Gill, C., Hollis, V., Margolis, R., McGeeney, E., Milne, B., Ringrose, J., et al. (2023). “We have to educate ourselves”: how young people are learning about relationships, sex and sexuality. London: NSPCC. Available at: https://learning.nspcc.org.uk/research-resources/2023/how-young-people-are-learning-about-relationships-sex-sexuality (Accessed: 11 January 2024).

Stockton, K. B. (2009). The queer child, or growing sideways in the twentieth century. Duke University Press.

Stockton, K.B. (2024). Trans-inclusivity Seminar Series – Kathryn Bond Stockton. [Recording]. Media Central (UCL-only access).

UCL (2024). Trans-Inclusivity Seminar Series: Speakers schedule & content. Unpublished.