Taking up the challenge of trans and non-binary inclusion in midwifery education:
Reflections from educators in Aotearoa and Ontario Canada
Perinatal services are being challenged to acknowledge that not all pregnant and birthing people are women and to ensure the design and delivery of services that are inclusive of, and deliver equitable outcomes for, trans, non-binary, and other gender diverse people. This is posing unique challenges for midwifery with its women-centred philosophy and professional frameworks. This paper presents the critical reflections of midwifery educators located in two midwifery programmes in Aotearoa1 and Ontario Canada, who are engaged in taking up the challenge of trans and non-binary inclusion in their local contexts.
The need to progress trans and non-binary inclusion in midwifery education to secure the human rights of gender diverse people to safe midwifery care and equitable perinatal outcomes is affirmed. We respond to an existing lack of research or guidance on how to progress trans and non-binary inclusion in midwifery education. We offer our insights and reflections organised as four themes located within the frameworks of cultural humility and safety.
These themes address midwifery leadership for inclusion, inclusive language, a broader holistic approach, and the importance of positioning this work intersectionally. We conclude by affirming the critical role of midwifery education/educators in taking up the challenge of trans and non-binary inclusion to ensure a future midwifery workforce skilled and supported in the provision of care to the growing gender diverse population.
Database: Elsevier – ScienceDirect
Received 4 September 2022, Revised 7 November 2022, Accepted 23 January 2023, Available online 24 January 2023, Version of Record 27 January 2023.
George Parker , Lou Kelly , Suzanne Miller , Vicki Van Wagner, Manavi Handa, Sally Baddock , Christine Griffiths, Fleur Kelsey , Eva Neely, Karline Wilson-Mitchell