Kontroversen um Trans* im pädagogischen Feld
DOI: 10.61387/S.2024.12.6
Autoren
Klemens Ketelhut, Elija Horn
Abstract
The passing of the Self-Determination Act (SBGG) in April 2024 was accompanied by highly controversial debates. The new regulations were particularly controversial with regard to minors, for whom the law now grants significantly greater self-determination with regard to changing their name and changing their gender entry with the authorities. The number of cases of children and young people coming out as trans* has been rising for several years. The often alarmist reporting on this has fueled the debate about the SBGG. Quite a few of the contributions to the debate in this context touch on pedagogical aspects or discuss the phenomenon from psychological, social and pedagogical perspectives. The text analyzes a selection of those texts which formulate present trans*-sceptical perspectives and criticism of the Self-Determination Act. It works out which recurring discourse figures are invoked. The authors make it clear that the positions presented as concerns are largely based on untenable or at least controversial foundations. They also point out that the arguments reinforce anti-pluralist and anti-emancipatory positions that are diametrically opposed to educational care.
Keywords
Trans*children, Transsexual law, Self-determination law, Gender incongruence, Gender dysphoria
Metadaten
Veröffentlicht in: Sexuologie. Zeitschrift für Sexualmedizin, Sexualtherapie und Sexualwissenschaft. Band 31 • Jahr 2024 • Heft 1-2, Seiten 43-52