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The intention of this paper is two-fold. First, it makes explicit a little known and poorly understood area of human experience: transgender. Second, it explores curriculum possibilities opened up by recent legitimating of transgender people through the Gender Recognition Act (2004). The Act foregrounds the necessity for a forum in schools to debate, reflect and understand the full implications of changes to legislation. This paper proposes that, rather than approaching transgender issues through biological science or through the levelling gaze of citizenship, issues of gender identity can be understood without censure through the visual arts. Moreover, the visual arts offer a 'safe place' to discuss issues around the body because they allow distance and, in offering visual representations rather than text-based work, make visually concrete what science ethically cannot.

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Vol. 6 Issue 4, p403-414 12p