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Abstract
School routines such as gender-segregated lines, language practices, uniform policies, and binary restroom arrangements constitute everyday practices that organize school life. However, the naturalization of these largely unquestioned practices reproduces binary interpretations of gender that shape the experiences and forms of recognition of students with diverse gender identities, a phenomenon that has received limited attention in educational research. Against this backdrop, the objective of this article is to analyze how these practices influence the construction of interpretations and positions held by members of the educational community regarding diverse gender identities. The article draws on the main findings of the doctoral research from which it is derived. The study adopted a qualitative approach using an instrumental case study design and involved 112 participants. The findings demonstrate that certain naturalized school routines, such as organizing students into male–female lines, regulating uniform use, and maintaining segregated restroom facilities, constitute practices of power justified through organizational management. Nevertheless, these practices produce differentiated effects on students and shape the interpretations, positions, and forms of social interaction within the educational community.
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