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Parenting the Phoenix: Navigating the Transition of Transgender and Non-Binary Children

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Bibliographic Details
Title: Parenting the Phoenix: Navigating the Transition of Transgender and Non-Binary Children
Language: English
Authors: Elizabeth McNeilly
Source: Canadian Journal for the Study of Adult Education. 2023 35(2):1-18.
Availability: Mount Saint Vincent University. e-mail: cjsaerceea@gmail.com; Web site: https://cjsae.library.dal.ca/index.php/cjsae
Peer Reviewed: Y
Page Count: 18
Publication Date: 2023
Document Type: Journal Articles
Reports - Research
Descriptors: Parents, Parent Attitudes, Sexual Identity, LGBTQ People, Transformative Learning, Holistic Approach, Advocacy, Foreign Countries, Parent Child Relationship, Learning Experience, Sex
Geographic Terms: Canada
DOI: 10.56105/cjsae.v35i02.5658
ISSN: 0835-4944
1925-993X
Abstract: For many parents of transgender or non-binary children the experience is transformative learning (Mezirow, 1978). This life history study of 17 parents of children aged 6 to 29 comprised of 33 interviews, 10 participant journals, and an autoethnography. Findings from the data indicated parental learning was a holistic experience (Illeris, 2003), a balance of emotion, cognition, and sociality. When one domain of learning was overstimulated, learning could be disrupted. Parents restructured their conceptions of gender, working through understandings of gender from their past and new ideas of the present. Learning also occurred in two phases, a private phase of cognitive reframing and then a more public phase as parents learned to advocate for their child. Most parents were anchored by value of authenticity, and some mothers revisited the notion of "What makes a woman?" For some, working through discomfort was one part of the learning process.
Abstractor: As Provided
Entry Date: 2024
Accession Number: EJ1417196
Database: ERIC
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  Data: Parenting the Phoenix: Navigating the Transition of Transgender and Non-Binary Children
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  Data: <searchLink fieldCode="AR" term="%22Elizabeth+McNeilly%22">Elizabeth McNeilly</searchLink>
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  Data: Mount Saint Vincent University. e-mail: cjsaerceea@gmail.com; Web site: https://cjsae.library.dal.ca/index.php/cjsae
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  Data: <searchLink fieldCode="DE" term="%22Parents%22">Parents</searchLink><br /><searchLink fieldCode="DE" term="%22Parent+Attitudes%22">Parent Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Sexual+Identity%22">Sexual Identity</searchLink><br /><searchLink fieldCode="DE" term="%22LGBTQ+People%22">LGBTQ People</searchLink><br /><searchLink fieldCode="DE" term="%22Transformative+Learning%22">Transformative Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Holistic+Approach%22">Holistic Approach</searchLink><br /><searchLink fieldCode="DE" term="%22Advocacy%22">Advocacy</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Parent+Child+Relationship%22">Parent Child Relationship</searchLink><br /><searchLink fieldCode="DE" term="%22Learning+Experience%22">Learning Experience</searchLink><br /><searchLink fieldCode="DE" term="%22Sex%22">Sex</searchLink>
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  Data: For many parents of transgender or non-binary children the experience is transformative learning (Mezirow, 1978). This life history study of 17 parents of children aged 6 to 29 comprised of 33 interviews, 10 participant journals, and an autoethnography. Findings from the data indicated parental learning was a holistic experience (Illeris, 2003), a balance of emotion, cognition, and sociality. When one domain of learning was overstimulated, learning could be disrupted. Parents restructured their conceptions of gender, working through understandings of gender from their past and new ideas of the present. Learning also occurred in two phases, a private phase of cognitive reframing and then a more public phase as parents learned to advocate for their child. Most parents were anchored by value of authenticity, and some mothers revisited the notion of "What makes a woman?" For some, working through discomfort was one part of the learning process.
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