REENGAGEMENT OF THIRD GENDER CHILDREN THROUGH THEIR EDUCATION

The well-known "Hijra" group lives culturally, educationally, economically, psycho-socially and psycho-sexually on the margins. They are also battling for their identity and freedoms for hundreds of years. Conclusion of debate in this article can be understood as the incorporation of third gender kids or individuals in the mainstream education scheme or in culture; requires an appropriate teaching atmosphere or cultural recognition. In addition to content and pedagogical changes, pre-service and in-service educators must be sensitized to cope with school that has third gender kids. In the context of debate, it is suggested that in the event of third gender children's education; in-service and pre-service teacher training programs should be performed comprehensively. The current teacher training program should be restructured by incorporating material linked to the third gender group; such as its historical context, lifestyle, culture, rituals, customs, life abilities, psycho-social circumstances, psycho-sexual elements, participation in various cash making operations, participation in sex work, legal regulations and welfare systems must be included as a unit. Adding this would enhance understanding among our trainee teachers and trainee teacher educators about third gender and they will not hesitate to discuss issues related to this community.