VOCATIONAL WELLBEING OF TRANS AND GENDER DIVERSE PEOPLE OF PAKISTAN: AN INSIGHT INTO AN EXCLUSIVE LEARNING MODEL FOR PAKISTAN'S TRANS COMMUNITY

Abstract

This paper explores the potential of vocational institutions that cater exclusively to trans and gender-diverse people to make education accessible to them as trans and gender-diverse people are (most of the time) socially excluded in Pakistan. To develop this conjecture, this paper interviewed some alumni of Pakistan's first transgender school; School of Hope for the Marginalized, and carries a conjecture through interviews on the students who graduated from School of Hope for the Marginalized to understand how vocational education sustains the vocational wellbeing of its students. The objectives of this paper, henceforth, are to understand how this school impacted the lives (if at all) of its students by looking at the trans and gender-diverse students' lived experiences at the school in Pakistan