Learning Task #2

The Ethics Assignment

Brandie Hesse, Truman Liu, Jessica Nguyen, Jesse Nordh, Wendy Tran

EDUC 525
Dr. Donlevy
Scenario
You are a grade three teacher and today you will be meeting your new transfer student. The
name listen on your attendance sheet is James Jackson and you have taken the time to review his
profile beforehand. However, when you sit down to have a meeting with the parents and James,
you find out that James is transgender and identifies as a girl. James actually prefers to go by the
name Jane and feels more comfortable using the female bathroom. This is the first time that your
school has had a transgender student and you are not particularly familiar with the support
systems available to help Jane transfer smoothly into the school. You know that in the future,
Jane will need to use the bathroom and the change room for gym class, but there are no
transgender washrooms in the school. What do you do as a teacher? What would you recommend
the school do?

Analysis
Based on the Utilitarian school of ethics, ethical actions are determined and judged by
their consequences. In Jane’s case, a decision by the teacher to allow Jane to use the washroom
she identifies with, gender-wise, is brought into question. Approaching utilitarian ethics under
the premise that decisions are for the greatest good--- for the greatest number, naturally, how
other students will feel must also be considered. Delving into the repercussions of this situation,
as this “theory is a form of consequentialism: the right action is understood entirely in terms of
consequences produced” (Driver, 2009), the decision must be grounded on the morality of not
only the present, but also the future. The fact is Jane is a transgender student that identifies as a
female. A possible reaction is that other students will feel uncomfortable. An escalated scenario
is the occurrence of bullying with outcomes that can lead to far worse situations: physical
injuries, depression, or even suicide to name a few. Looking at the other students point of view,
could any students react so strongly that they would consider something as serious as death
themselves? That situation is unlikely as it does not affect them on the same level as Jane.
However, the possibility must not be dismissed. When thinking about the general good based on
an utilitarian approach, the entire population must be looked at. Would the number of students
reacting negatively toward Jane wanting to use a washroom play a role? This is an important
factor to consider. Nonetheless, can any of this compare to how Jane will feel? Is it really a want
or is it a need if the possible consequences deals with life and death itself? As such, based on
utilitarian ethics, Jane should be permitted to do something as simple as using a washroom she
associates with, yet at the same time can make such a substantial difference on her life by
supporting and recognizing Jane for who she is. Informing and sharing perspectives on the topic
of sex and gender as a spectrum should be an ongoing, open discussion between staff and
students. This will build a foundation of trust and understanding between the rest of the students
and Jane; not only improving the environment of Jane’s class, but the school holistically.

Based on the Deontological school of ethics, “what is at stake is one’s obligation to act in
accord to ethical principles or rules” (Donlevy, 2018, p. 56), Jane should be allowed to use the
girls’ public washroom. According to Alberta Government’s guidelines (2016), it is in the best
practice for transgender students to have access to washroom “that are congruent with the gender
identity” (p. 12). While Jane is biologically a boy, she looks and identifies as a girl, and if we
accept Jane as a girl, then she should be treated as a girl in all aspects. Activities taken place in
the women’s washroom are behind the closed doors of individual stalls, so students have
subjected to their own privacy. However, to ensure the protection of all students, all teachers
should teach students bathroom behaviour expectations and etiquette and make sure that all staff
members are on the same page. To increase privacy, there could be the option of Jane using the
staff washrooms. However, this is up to Jane’s discretion as it is not a compulsory requirement,
especially since we do not want Jane to feel segregated due to her gender identification. The
same steps apply for change rooms; teachers need to communicate change room expectations
and ensure that there is a private area within the change room for Jane to use (eg. change room
stalls or bathroom). If required and to ensure the safety of all students, a female teacher could
supervise the change rooms while the students change. Even if Jane chooses not to disclose her
situation publicly, if another student objects to sharing a change room with Jane for any given
reason, then the student is given the alternative option of using the staff change room. This
ensures that teachers teach “in a manner that respects the dignity and rights of all persons without
prejudice as to race, religious beliefs, colour, gender, sexual orientation, gender identity, gender
expression, physical characteristics [...]” (The Alberta Teaching Association, 2018, p.1) and to
be “considerate of their circumstances” (The Alberta Teaching Association, 2018, p.1).

The Postmodern school of ethics is not quite as straightforward as the others. As such, I
will begin with a bit of an overview of the philosophy itself. Modernism as a movement was
meant to be a reaction to the popular beliefs and values of the Renaissance. Modernists are
excited by Capitalism, industry, and change. In a sense, it was a liberation from the more black
and white views held by scientists and religious leaders of the time. Modernism was a hope for
an egalitarian society. Postmodernism is a critique of modernism. It came forward around the
time of the second world war, though the term was not widely used until the 1970s.
Postmodernists see danger in modern power structures. They also reject the idea of universal
truth, or the idea that any knowledge can be objective. They believe that power should not exist
in the hands of the few, but rather in the hands of everybody. If one agrees that power structures
are a problem, then the power structure that determines who gets to use which bathroom is also a
problem. As such, Jane should be able to use whichever bathroom makes her feel the most
comfortable. Arguments such as the discomfort Jane causes other students are irrelevant, because
Jane is not actively harming the other students. Rather, she is merely trying to do a necessary
task with the same ease than any other student has. By denying Jane the right to use the
bathroom of her choice, Jane is in fact the one being harmed. Postmodernists, like modernists,
wish to create an egalitarian society. If Jane is being harmed, and if she is not being treated the
same as the other students, then society is not acting in an egalitarian manner, and that is a
problem that should be solved by allowing Jane the freedom to use the bathroom of her choice.

Possible Resolution
In summary, the three schools of ethics used to analyze the scenario came to the same
conclusion; Jane should be able to utilize the female bathroom. Some students will feel
uncomfortable regarding the situation, but teachers and staff of the school must prepare prior to
Jane starting school. Teachers and staff should also seek additional resources such as conferences
or Professional Days (PD) regarding sex and gender in a 21st century classroom. As stated in the
scenario, the school has no previous experience with a transgender student, therefore obtaining
as much information about the subject manner will help staff at the school address the situation
with confidence. The information obtained from these conference and PD sessions can be used to
appropriately address Jane’s fellow peers and students at the school.
 People are only afraid or unsure of unfamiliar situations, therefore opening the discussion
on the gender spectrum will provide a base for students at the school to learn and understand.
Before opening the discussion on the spectrum of gender, the school must build a repertoire
between the staff and students regarding safe space. Students will not feel comfortable to discuss
sensitive personal information if the school itself does not encourage or provide support systems
for these students. Once students are able to be vulnerable, it is only then the discussion about
gender fluidity may begin.
Students should also be reminded to respect everyone around them regardless of their
differences. Teachers should speak in great depth how being unique is important for an
individual and should be celebrated, and explain how everyone has the equal right to an
education (Kompf, 2012). Jane also has to option to use the staff bathroom or staff change room
if she feels uncomfortable using the female bathroom or change room. Throughout the school
year, the teacher who Jane is most comfortable with should occasionally checkup with Jane. Ask
Jane how her day was or if she needs help with anything. This will provide a chance for Jane to
either speak up or present the teacher with questionable body language.
 References

Alberta Education. (2016). Guidelines for Best Practices: Creating Learning Environments
that Respect Diverse Sexual Orientations, Gender Identities and Gender Expression. Retrieved
from https://www.teachers.ab.ca/SiteCollectionDocuments/ATA/Publications/Teachers-as-
Professionals/IM-4E%20Code%20of%20Professional%20Conduct.pdf

The Alberta Teaching Association. (2018). Code of Professional Conduct. Retrieved

from https://education.alberta.ca/media/1626737/91383-attachment-1-guidelines-final.pdf

Aylesworth, G. (2015). Postmodernism. Stanford Encyclopedia of Philosophy. Retrieved

from https://plato.stanford.edu/entries/postmodernism/

Donlevy, J. K. (2018). Part II: Ethics [PowerPoint slides]. Retrieved from

https://d2l.ucalgary.ca/d2l/le/content/234353/viewContent/3200791/View

Driver, J. (2009). The History of Utilitarianism. Stanford Encyclopedia of Philosophy.

Retrieved from https://plato.stanford.edu/entries/utilitarianism-history/

Duignam, B. (2018). Postmodernism. Encyclopaedia Britannica. Retrieved from

https://www.britannica.com/topic/postmodernism-philosophy

Kompf, M. (2012). Safe Spaces : Human Rights Education in Diverse Contexts. Sense
Publishers. Retrieved from https://ebookcentral-proquest-
com.ezproxy.lib.ucalgary.ca/lib/ucalgary-ebooks/detail.action?docID=3034749