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In 2002, jurisdictions across Canada began adding two new protected grounds to their human rights laws: gender identity and/or gender expression. Gender identity protections generally apply only to transgender people, whereas gender expression protections may apply to all Canadians in places like K-12 schools. However, it remains legally unclear what kind of action, utterance, or pattern constitutes gender expression discrimination, and who can access related protections. In search of clarification, this article explores how the meaning of gender expression is being constructed within policy documents (N = 206) authored at the level of Ontario's English public secular school boards. Keywords: gender expression, gender identity, transgender, education policy, education law, K-12, Ontario, Canada En 2002, des ressorts dans l'ensemble du Canada ont commence a ajouter deux nouveaux motifs de discrimination interdits a leurs lois sur les droits de la personne, soit l'identite sexuelle et/ou l'expression de l'identite sexuelle ou de genre. Les protections entourant l'identite ne s'appliquent en general qu'aux personnes transgenres, alors que les protections entourant l'expression sexuelle ou de genre peuvent s'appliquer a tous les Canadiens et Canadiennes dans des endroits tels que les ecoles elementaires et secondaires. Une incertitude juridique demeure toutefois a l'egard du type d'action, de propos ou de schema de comportement qui constitue une discrimination a l'egard de l'expression sexuelle ou de genre et a savoir qui peut se prevaloir des protections qui en decoulent. Dans le but de clarifier cet aspect, cet article explore la maniere dont la signification de l'expression sexuelle ou de genre est faconnee dans le cadre des politiques (N = 206) adoptees a l'echelon des conseils scolaires publics laiques de l'Ontario. Mots-cles : l'expression de l'identite sexuelle, l'identite sexuelle, transgenre, politique d'education, droit de l'education, ecoles elementaires et secondaires, Ontario, Canada, Introduction Canada is in the midst of a gender human rights law revolution. Starting in 2002, federal, provincial, and territorial governments (1) across the country began adding two new protected [...]

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Between 2002 and 2017, Canadian lawmakers sought to redress the pervasive levels of discrimination, harassment, and violence experienced by transgender and/or non-binary people by adding the terms "gender identity" and/or "gender expression" to federal, provincial, and territorial human rights instruments. This paper tracks the complex, iterative ways in which antidiscrimination protections are brought to life outside courts and tribunals. Using Ontario's publicly-funded English language secular school boards as a case study, we examine how the introduction of explicit human rights protections on the basis of "gender identity" and "gender expression" in 2012 worked to produce a series of responses across the education sector. Given that "gender identity" and "gender expression" remain legally undefined terms in the Ontario Human Rights Code, and only provisionally defined by Ontario Human Rights Commission (OHRC) policy, we argue that school boards constitute important actors engaged in constructing the meanings of these terms in policy and practice. In decentering courts and tribunals in our analysis, we aim to uncover the everyday practices of parallel norm-making taking place in the education context. These everyday practices shape how we collectively understand the meaning of "gender identity" and "gender expression." By carefully tracking these post-legislative developments, which rarely make their way into reported decisions, we suggest that human rights law reforms might open up space for the emergence of norms that allow people to do gender in a variety of ways. [ABSTRACT FROM AUTHOR]