Introduction

In this chapter I will look at different assemblages that affect and are affected by trans and sex/gender expansive children and their parents. In the school-education assemblage there are forces that intensify, affecting trans and sex/gender expansive children and their parents. This is the same for cis people too. The relevant qualities that everybody has are not inherent, but are gripped in specific assemblages. The qualities are not archetypal or phylogenetic, but are grasped/desired in assemblages, becoming-human and/or becoming-social (Deleuze and Guattari, 2004). There is a growing evidence base that promoting self-determination has positive effects on students (Wehmeyer, 2014). Generally, students with various physiological and psychological differences have been the focus in building self-determination theory in schools (Eisenman and Chamberlin, 2001; Wehmeyer et al, 2003; Wehmeyer, 2014). Educationalists have developed what they refer to as self-determination interventions in order to support and motivate students by developing strategies that may help them succeed through school. These interventions are meant to be worked out with the students and through considering the goals that are meaningful to the student. This enhances students’ engagement with the curricula and strengthens their chances of completing school (Abery et al, 1995; Eisenman, 2007). Whether these strategies, motivations and selfdetermination opportunities can be implemented rests on the chances that educators and the curriculum allow (Eisenman and Chamberlin, 2001) alongside other systemic forces, such as policy incentivizations and wider public pressures.

Self-determination models in education have been developed from the social model of disability activists and academics who were highlighting how difference was used to fuel discrimination against those considered to be educationally, physically and/or mentally impaired. The social model of disability has influenced many selfdetermination models, including those related to trans, sex/gender expansive and intersex people. There are some contemporary international school policy initiatives for trans, sex/gender expansive and intersex children at school. This development comes at a time when the legal recognition of trans, sex/gender expansive and intersex people has been awarded varying degrees of legal (as opposed to cultural) and citizenship rights within sex/gender systems in many different nation states.