Abstract
Transgender individuals are defined as people who act in unique ways, have different physical traits, or defy assumptions about what men and women are “supposed” to look like. They can be any age or gender. When they were counted for the first time in the 2011 Census, between 4 and 9 lakh people in our nation identified as transgender. Global interest in and discussion around the National Education Policy (NEP) of 2020 have increased. This abstract provides a succinct analysis of the NEP-2020’s impact on transgender education and the opportunities it presents. Recognizing the historical marginalization of transgender individuals in education, this study delves into the policy’s potential to bring about positive change. It explores the key provisions of NEP-2020 that directly or indirectly affect transgender education, such as inclusive curriculum development, the promotion of non-discriminatory practices, and teacher training. Additionally, this abstract highlights the practical challenges and barriers that may hinder the policy’s effective implementation, emphasizing the need for collaborative efforts among policymakers, educators, and transgender communities. To establish an inclusive and inspiring learning environment for all students, regardless of gender identity, this paper discusses the distinct viewpoints and experiences of transgender people in education. The worldwide background of advancing social justice and equitable access to education makes this topic extremely important.
Keywords: transgender, inclusivity, nep-2020, bullying, empowerment, social justice
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