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ABSTRACT. Though revered for their miraculous powers, hijras or transgender people are a marginalized community in India. They earn their livelihood primarily by dancing on the occasions of weddings and births, while lately they have been known to resort to prostitution and begging as well. Recognizing that non-recognition of the gender identity of transgender people is a violation of Articles 14 and 21 of the Constitution of India, the Indian Supreme Court classified them as belonging to a ‘third’ gender in April 2014 and directed the central and the state governments to provide them with reservations in educational institutions by considering them as ‘socially and educationally backward classes of citizens’. Further, India’s Transgender Persons (Protection of Rights) Bill, 2016 provides for inclusive education for transgender students. Against this background, this article critically examines the educational scenario for transgender students in India in light of the inclusive education model and offers recommendations for a coherent approach. pp. 51–61

Keywords: hijras; transgender students; inclusive education; gender equity; third gender; Transgender Persons (Protection of Rights) Bill, 2016

doi:10.22381/KC6120185

ROMI JAIN
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Cleveland State University

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