The purpose of this paper is to explore the process a transgender individual goes through in everyday life during their gender change.
To date, transgender studies have focused on transgender people and clarified the concepts of gender dysphoria and self-recognition. In contrast, this paper examines how the gender change of a transgender person can be accomplished through their daily activities, with others’ approval. It also focuses on changes in the way gender issues are handled by others and/or by the group to which one belongs in the classroom when the person changes their appearance and behavior, analyzing it through the narrative of the school experience of a transwoman who legally transitioned later.
There are several key findings from this research. First, the activity of a transgender individual changing their appearance and behavior is the practice of changing their gender position relative to other girls and boys in the classroom. Second, the handling of gender can vary depending on how they cross and/or reset gender boundaries, with others’ approval of such changes. Third, the power leading to one’s assigned gender at birth being the guiding authority in the classroom affects the flexibility of not only the transgender person’s positioning relative to others, but also the bonds between their gender category, their assigned gender at birth, and their gender boundary.
In conclusion, it is clear that gender change is an activity that can be managed in daily life through the repeated interaction between crossing and/or resetting one’s gender boundary and gaining others’ approval, as the transgender person is also changing their gender position relative to others.
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