Legal codes and policies in India relating to the trans community, following the global trends, are changing fast towards a more humane approach. One of the oldest marginalised communities in India, whose identity has been recognized legally very recently, still struggles to access mainstream education even after the declaration of education as a fundamental right in 2009 by the state. research study is critically analysing the recently passed, Transgender Persons (Protection Of Rights) Act, 2019 and National Education Policy (2020), to understand the conceptualisation of the idea of transgender and their educational rights in contemporary India. The study has examined these two contemporary policy measures concerning transgender rights and education to establish a framework for understanding educational rights of transgender individuals in India. To examine both policy documents, critical policy sociological analysis has been employed. A thorough analysis demonstrates that the conceptualisation of both, defining the scope of who is considered transgender and their educational rights are dealt with in the policy documents, quite superficially. The influence of the medical model in the recognition of who is transgender is evident in the act, while the educational provisions remained vague, and the role of parents and teachers from the transgender community in educational settings remained missing from both the legislative documents. These findings suggest that there is a need to re-look at both the act and the policy to create an accessible and inclusive education system for transgender people via acknowledging all aspects of their lives.
CORE (COnnecting REpositories)
CORE (COnnecting REpositories)