Bargaining and Social Space Creation of Transgender Teachers in Southern Border Provinces Context

Abstract

The objectives of this dissertation are to 1) study conditions of transgender teachers in the Southern border provinces and 2) investigate bargaining and social space creation of transgender teachers in the Southern border provinces. The research samples were 20 teachers who were born male but had female sexuality at the public schools under the Office of Basic Education Commission in Southern border provinces. The instruments used for data collection were:1) in-depth interviews, 2) participatory observations, and 3) non-participatory observations. The study results revealed that transgender teachers in the Southern border provinces had to confront the contexts and Situation conditions both from social processes and Teacher Professional Standard which had stereo-type expectations for the teachers’ roles as well as the contexts of multi-cultural society, tradition and religious practices in the areas, especially in Muslim society hugely affected the LGBT (Lesbian, Gay, Bi-sexual, Transgender) persons, therefore squeezed and could not express their selfness of sexualities and sex uniqueness. The bargaining and social space of transgender teachers in the Southern border provinces was thus so complicated. Most of the teachers were suppressed, hidden in the dark corners; their selfness and uniqueness were also hidden. They had to compromise and made a bargain to have a space in the society by hiding their real selves in order that they were not shut off from the society. They had to follow the social expectations; however, senior teachers and those with high ranks who had secure careers could express their sexuality. The best bargaining and social space creation areas were at schools in which these teachers could employ their outstanding abilities as a passport to the social acceptation.