Exploring the Lived Experiences of a Gender-Expansive Youth

Music, Gender Identity and Epistemic Injustice

Abstract

This article explores the experiences of “Neptune,” a 13-year-old non-binary individual in Norway, within the contexts of gender identity, music, culture, and education. Grounded in music education and queer studies, it provides a nuanced exploration of Neptune’s narrative, connecting their journey to a comprehensive theoretical framework. The study aims to understand how young gender-expansive individuals navigate their identities in societies favouring binary gender norms. The guiding research question is: How do gender-expansive individuals like Neptune use cultural resources, specifically music and literature, to understand and express their non-binary identities? By examining Neptune’s story through the lenses of epistemic injustice and ontological non-being, the study uncovers systemic challenges faced by young, gender-expansive individuals. Additionally, it investigates the potential of music and literature as transformative tools, offering identification means for those alienated from prevailing gender discourse. This interdisciplinary examination contributes to understanding the experiences of individuals outside the normative gender binary and seeks to enrich dialogues on gender identity, social justice, and cultural expressions, providing valuable insights for educators and professionals engaging with gender diversity.