Trans children and the necessity to complicate gender in primary schools

Trans children have become more visible in primary schools recent years. Arising from a qualitative study with twelve parents of trans (aged 5–13) and six school educators Ireland, this paper explores how experience two very different forms celebratory rituals that are entangled life schools: birthday celebrations religious rituals. These experienced as moments affectively intense rupture for children, shunt the violence disciplinary framework gender into view. Informed by theorizing on norms affect, makes cruel conundrum navigating frame acts violently but at same provides terms through which identities can be asserted apprehended. Ultimately, an empirical illustration messiness argues necessity to complicate schools.