Published Paper Details:

The distinction between biological sex and socially constructed gender has become central to contemporary debates on identity, rights, and social justice. While Indian society historically acknowledged non-binary identities within religious and cultural frameworks, colonial interventions and modern institutional structures marginalized transgender communities, particularly in education and employment sectors. This paper critically examines the historical evolution, legal recognition, educational status, literacy data, employment participation, and lived experiences of transgender persons in India. Drawing upon Census 2011 data, Supreme Court judgments, national policies, field studies, and qualitative testimonies, the study reveals the structural exclusion embedded within family systems, schooling processes, curriculum design, and labor markets. Despite progressive legal measures such as the NALSA judgment (2014), the Transgender Persons (Protection of Rights) Act (2019), and provisions under the National Education Policy 2020, implementation gaps continue to obstruct meaningful inclusion. By analyzing statistical trends alongside lived narratives of violence, dropout, stigma, and resilience, this paper argues that educational transformation--anchored in structural reform, curriculum inclusion, teacher sensitization, and socio-cultural change--is indispensable for mainstreaming transgender persons into equitable citizenship.