Kenan Omercajic
Biographic Data
| ID | 761045 |
|---|---|
| NAME | Kenan Omercajic |
| GIVEN NAMES | Kenan |
| FAMILY NAME | Omercajic |
| SIGNATURE | OMERCAJIC K |
| AFFILIATIONS | Western University |
| ORCID | 0000-0002-6347-513X |
| VERIFIED | Yes |
| TOTAL WORKS | 5 |
| TOTAL CITATIONS | 3 |
| WORKS AS AUTHOR | 5 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2020 |
| LATEST PUBLICATION YEAR | 2024 |
| H-INDEX | 1 |
Trans and nonbinary students' accounts of schooling
In this paper, we draw on accounts of trans and nonbinary youth we interviewed as part of a larger study on supporting gender diversity in schools. Our study is informed by an approach to epistemic witnessing which we conceive of as a praxis that is informed by a commitment to trans de-subjugation, testimonial justice and a transfeminist methodology with its critical focus on cissexist analytic pitfalls in research and refusal of objectification …
“We Have No ‘Visibly’ Trans Students in Our School”
Background/Context: In Ontario, and Canada more broadly, anti-discrimination on the basis of gender identity and gender expression is enshrined in the Ontario Human Rights Code and the Canadian Charter of Rights and Freedoms, which have required schools to address trans inclusion. However, the ways in which educators understand or enact these policies, and whether they are even aware of them, remain largely underexplored. Purpose/Research Questio…
“Basement Boys” in the All-Gender Bathroom
Background/Context: The experiences of trans students in all-gender bathrooms are largely underexplored, as is the trans-activism by students to procure these spaces. Additionally, the role of teachers in supporting the creation of these spaces is largely absent from research regarding bathroom spaces. Purpose: This article elucidates the impact of student-inspired trans-activism that was mobilized through a gender studies educator in an urban sc…
Supporting transgender students in schools
In this article, we provide theoretically informed empirical insights into administrative and pedagogical approaches to supporting transgender students in schools which rely on a fundamental rationality of individualisation and rights. We draw on trans epistemological frameworks and political theories that address the limits of liberal individualism to provide insights into how transgender inclusion and recognition are conceived and enacted in on…
Supporting Transgender Inclusion and Gender Diversity in Schools
In this article, we conduct a policy analysis of transgender affirmative policies in Ontario and examine their implications for addressing gender justice and gender democratization in the school system. By adopting a case study approach, we provide a critical analysis of these policies and of how stakeholders with familiarity and knowledge of trans-affirmative policies from two school boards in Ontario are making sense of their impact with respec…
Supporting Transgender Inclusion and Gender Diversity in Schools
In this article, we conduct a policy analysis of transgender affirmative policies in Ontario and examine their implications for addressing gender justice and gender democratization in the school system. By adopting a case study approach, we provide a critical analysis of these policies and of how stakeholders with familiarity and knowledge of trans-affirmative policies from two school boards in Ontario are making sense of their impact with respec…
Trans and nonbinary students' accounts of schooling
In this paper, we draw on accounts of trans and nonbinary youth we interviewed as part of a larger study on supporting gender diversity in schools. Our study is informed by an approach to epistemic witnessing which we conceive of as a praxis that is informed by a commitment to trans de-subjugation, testimonial justice and a transfeminist methodology with its critical focus on cissexist analytic pitfalls in research and refusal of objectification …
Supporting Transgender Inclusion and Gender Diversity in Schools
In this article, we conduct a policy analysis of transgender affirmative policies in Ontario and examine their implications for addressing gender justice and gender democratization in the school system. By adopting a case study approach, we provide a critical analysis of these policies and of how stakeholders with familiarity and knowledge of trans-affirmative policies from two school boards in Ontario are making sense of their impact with respec…
“We Have No ‘Visibly’ Trans Students in Our School”
Background/Context: In Ontario, and Canada more broadly, anti-discrimination on the basis of gender identity and gender expression is enshrined in the Ontario Human Rights Code and the Canadian Charter of Rights and Freedoms, which have required schools to address trans inclusion. However, the ways in which educators understand or enact these policies, and whether they are even aware of them, remain largely underexplored. Purpose/Research Questio…
“Basement Boys” in the All-Gender Bathroom
Background/Context: The experiences of trans students in all-gender bathrooms are largely underexplored, as is the trans-activism by students to procure these spaces. Additionally, the role of teachers in supporting the creation of these spaces is largely absent from research regarding bathroom spaces. Purpose: This article elucidates the impact of student-inspired trans-activism that was mobilized through a gender studies educator in an urban sc…
Supporting transgender students in schools
In this article, we provide theoretically informed empirical insights into administrative and pedagogical approaches to supporting transgender students in schools which rely on a fundamental rationality of individualisation and rights. We draw on trans epistemological frameworks and political theories that address the limits of liberal individualism to provide insights into how transgender inclusion and recognition are conceived and enacted in on…
Trans and nonbinary students' accounts of schooling
In this paper, we draw on accounts of trans and nonbinary youth we interviewed as part of a larger study on supporting gender diversity in schools. Our study is informed by an approach to epistemic witnessing which we conceive of as a praxis that is informed by a commitment to trans de-subjugation, testimonial justice and a transfeminist methodology with its critical focus on cissexist analytic pitfalls in research and refusal of objectification …
Sociology (5 works) · Gender Studies (4 works) · Pedagogy (4 works) · Law (3 works) · LGBTQ Health, Identity, and Policy (3 works) · Political science (3 works) · Psychology (3 works) · Public relations (3 works) · Transgender (3 works) · Critical Race Theory in Education (2 works)