Gender can be difficult to define, but it's something that's a part of all of us and who we are. This book isn't meant to answer all the questions or tell you how you identify. It's meant to help kids and grownups understand gender and create an open and safe environment for kids to question, experiment, and discover their authentic selves. Meet A Kids Co., a new kind of media company with a collection of beautifully designed books that kickstart challenging, empowering, and important conversations for kids and their grownups. Learn more about us at akidsco.com.

Gender and sexual identity are immensely complicated topics. An expert on human sexuality, Mark Yarhouse offers a Christian perspective of transgender identity that eschews simplistic answers, engages the latest research and listens to people's stories. This accessible guide challenges Christians to rise above the politics and come alongside individuals navigating these issues.

GENDER EUPHORIA: a powerful feeling of happiness experienced as a result of moving away from one’s birth-assigned gender. So often the stories shared by trans people about their transition centre on gender dysphoria: a feeling of deep discomfort with their birth-assigned gender, and a powerful catalyst for coming out or transitioning. But for many non-cisgender people, it’s gender euphoria which pushes forward their transition: the joy the first time a parent calls them by their new chosen name, the first time they have the confidence to cut their hair short, the first time they truly embrace themself. In this groundbreaking anthology, nineteen trans, non-binary, agender, gender-fluid and intersex writers share their experiences of gender euphoria: an agender dominatrix being called ‘Daddy’, an Arab trans man getting his first tattoos, a trans woman embracing her inner fighter. What they have in common are their feelings of elation, pride, confidence, freedom and ecstasy as a direct result of coming out as non-cisgender, and how coming to terms with their gender has brought unimaginable joy into their lives.

Ever since its initial publication in 2008, The Transgender Child has been lauded as the most trusted source of information for families wanting to understand and affirm their transgender, gender-expansive, or nonbinary child. Utilized around the world and translated into multiple languages, The Transgender Child has won accolades from medical and mental health professionals, teachers, and, most especially, from parents. Authors Stephanie Brill and Rachel Pepper have now thoroughly revised and updated their ground-breaking classic with expanded coverage of gender development, affirming parenting practices, mental health and wellness, medical decision making, legal advocacy, and how best to ensure school success, from preschool through the high school years. Drawing upon their extensive joint expertise as pioneers in the field of gender affirming care, and enriched with the wisdom of parents who’ve already walked this path, as well as the voices of multiple professional experts, Brill and Pepper once again provide a compassionate and educational guide for anyone who cares about, or works with, a child who falls outside expected gender norms.

This cutting-edge reader demonstrates the multiple ways in which the universe of gender is socially, culturally, and historically constructed. The selections focus on gender itself - how gender operates socioculturally, exists, functions, and is presented in micro and macro interactions. In order to avoid balkanization, the authors examine the various ways in which culture intersects with individuals to produce the range of presentations of self that we call 'gender', from people born male who become adult men to lesbian women to transmen, and everyone else on the diverse gender spectrum.

This book provides comprehensive insights into the concept of gender in an international context. By focusing on diverse and varied critical approaches, it explores how gender identities are shaped by socio-cultural factors, and provides a map of how gender experiences are understood and represented in the arts and society. Through an analysis of both focal and local experiences of gender within a global context, the contributions to this volume create a continuum in which gender and experience stand at a crossroads within the arts. Moreover, this crossroads intersects with the cultural determinations that some of the contributors explore in a critical way. Consequently, this volume represents a necessary contribution to the new maps of gender that are currently being set for the future. The book will appeal to academic scholars interested in the articulation of gender in traditional discourses, as well as the many deconstructions that have been undertaking in the recent past and the present. In addition, the volume is suitable for use in programmes and modules for undergraduate students of feminist and gender studies, cultural studies, sociology, literature, and popular culture, among other disciplines.

In this wide-ranging book, Elana Michelson invites us to revisit basic understandings of the `experiential learner’. How does experience come to be seen as the basis of knowledge? How do gender, class, and race enter into the ways in which knowledge is valued? What political and cultural belief systems underlie such practices as the assessment of prior learning and the writing of life narratives? Drawing on a range of disciplines, from feminist theory and the politics of knowledge to literary criticism, Michelson argues that particular understandings of `experiential learning’ have been central to modern Western cultures and the power relationships that underlie them. Presented in four parts, this challenging and lively book asks educators of adults to think in new ways about their assumptions, theories, and practices: Part I provides readers with a short history of the notion of experiential learning. Part II brings the insights and concerns of feminist theory to bear on mainstream theories of experiential learning. Part III examines the assessment of prior experiential learning for academic credit and/or professional credentials. Part IV addresses a second pedagogical practice that is ubiquitous in adult learning, namely, the assigning of life narratives. Gender, Experience, and Knowledge in Adult Learning will be of value to scholars and graduate students exploring adult and experiential learning, as well as academics wishing to introduce students to a broad range of feminist, critical-race, materialist and postmodernist thinking in the field.