This study analyses the views regarding transgender identity in a management team of an institution in a vulnerable situation from the Peñalolén district. To accomplish this, a qualitative case study methodology was used in which personal interviews were applied to four members of the management team. The current legislation was also analyzed addressing the inclusive policies of gender identity at national level in order to identify the role of school authorities in leading for inclusion. The results of the study show updated and shared definitions of transgender identity, as well as the need to develop strategies to install sexuality issues in the coexistence agenda. However, the intentions of this group are stressed by the circulation of specific types of symbolic violence in the student’s culture, by heteronormative stereotypes among the educators and by barriers imposed by the accountability policy. The analysis allows us to identify some elements of the interplay between personal beliefs and the context of global transformations that the educational system is experiencing in terms of gender and sexuality issues.
Keywords:
directive leadership, gender, school coexistence, inclusive education
Mollo-Avendaño, B., & Fuentes-Salazar, J. M. (2019). Lead for Inclusion. Views about Transgender Identity in a School Management Team. Revista Saberes Educativos, (3), 54–77. https://doi.org/10.5354/2452-5014.2019.53789
