Abstract
The literature, both international and local, depicts the way in which transgender
school youth are being marginalised in schooling spaces. This leaves transgender
school youth in school spaces and even in society as a whole denied their human
rights. Many educators are still resistant for the implementation of democratic policies
that call for inclusive education and equal rights for all, irrespective of differences. For
instance, studies have shown that schooling spaces are still designed in a way that
promote cisnormative identities and fail to cater for transgender school youth.
The study sought to explore the transitioning experiences of transgender youth in
schools through empirical investigation using a qualitative research approach. Data
were collected by means of arts-based research methods in which photo-voice, drawand-
tell and collages were utilised. The study was conducted in South Africa, in the
Northwest province, in the Dr Kenneth Kaunda District. Three participants were
purposively sampled from two secondary schools. This study is underpinned by
gender performativity theoretical framework, the purpose of which was to build an
understanding of the position of learners who transition in the embodiment of their
transgender identities in schooling spaces. Gender performativity theory was also
utilised seek ways in which schools can provide care and support for transgender
school youth. The study revealed that after almost 30 years of democracy in South
Africa, there are still learners to whom schooling spaces do not cater. Therefore, the
study calls for inclusive pedagogical approaches to foster the inclusion of all learners
in our South African schooling spaces.