Queer Studies and Education

Queer Studies and Education: An International Reader explores how the category queer, as a critical stance or set of perspectives, contributes to opportunities individually and collectively for advancing queer social justice within the context and concerns of schooling and education. The collection takes up this general goal by presenting a cross-section of international perspectives on queer studies in education to demonstrate commonalities, differences, uncertainties, or pluralities across a diverse range of national contexts and topics, drawing a heightened awareness of heterodominance and heteropatriarchy, and to conceptualize non-normative and non-essentialist imaginings for more inclusive educational environments. Collectively, the chapters critically engage with heteronormativity and normativity more generally as a political spectrum, over a broad range of formal and informal sites of education, and against a backdrop of critiques of liberalism and neoliberalism as the frameworks through which "achievable" social change and belonging are fostered, particularly within educational settings. Taken together, the chapters assembled in Queer Studies and Education invite researchers, scholars, educators, activists, and other cultural workers to examine the multiplicity of contemporary (international) work in queer studies and education with readers' interpretations of queer's deployment across the chapters forming the compass for which to arrive at fresh insights and forms of queer critical praxis.

Nelson M. Rodriguez is Associate Professor of Women's, Gender, and Sexuality Studies at The College of New Jersey, where he serves as Coordinator of the Sexuality and Queer Studies Program. His scholarship spans the fields of queer and gender studies, Foucault studies, critical pedagogy and cultural studies, and education. His recent publications include Michel Foucault and Sexualities and Genders in Education: Friendship as Ascesis (with David Lee Carlson, 2019); Queer Pedagogies: Theory, Praxis, Politics (with Cris Mayo, 2019); Critical Concepts in Queer Studies and Education: An International Guide for the Twenty- First Century (with Wayne J. Martino, Jennifer C. Ingrey, and Edward Brockenbrough, 2016); Educators Queering Academia: Critical Memoirs (with sj Miller, 2016); Queer Masculinities: A Critical Reader in Education (with John C. Landreau, 2012); and Queering Straight Teachers: Discourse and Identity in Education (with William F. Pinar, 2007). Robert C. Mizzi is the Canada Research Chair in Queer, Community, and Diversity Education and Associate Professor in the Faculty of Education at the University of Manitoba, Canada. He has over 200 publications and presentations, including articles published in the Journal of Homosexuality and the Journal of Studies in International Education. He has also published five books, with the most recent being the Handbook of Adult and Continuing Education in 2020. He is President Emeritus of the Canadian Association of Adult Education and is Editor Emeritus of the Canadian Journal for the Study of Adult Education. Robert has been inducted into the International Adult and Continuing Education Hall of Fame and the Royal Society of Canada (College of New Scholars). Louisa Allen is a Professor in the Faculty of Education and Social Work at the University of Auckland. Her scholarship spans the areas of gender, sexualities, sexuality, reproduction, and education. This work is informed by queer theory, feminist new materialism, feminist philosophy and sensory studies. To explore these areas, she employs innovative research methodologies such as visual and more recently sensory methods, including soundwalks and smellwalks. With her colleague Professor Mary Lou Rasmussen, she is currently Editor-in-Chief of the first Encyclopedia of Sexuality Education. Her most recent project is a Marsden Grant with Professor Katrina Roen, which explores experiences of shame and silence for intersex young people. In 2021, she published a sole-authored book, Breathing Life Into Sexuality Education, which disrupts existing ideas about the nature and purpose of this curriculum. It employs scholarship from disparate disciplinary fields, including feminist philosophy, education, sound studies, geography, and anthropology to imagine the possibilities of a sensuous sexuality education pedagogy. Rob Cover is Professor of Digital Communication at RMIT University, Australia. He is Chief Investigator on an Australian Research Council Discovery project investigating the pedagogies of gender and sexual di­versity in Australian screen media and on an ARC Linkage studying the well-being aspects of gender- and sexually diverse migration. The author of seven books and over 100 journal articles and chapters, his recent books include Queer Youth Suicide, Culture and Identity: Unliveable Lives? (2016); Digital Identities: Creating and Communicating the Online Self (2016); Flirting in the Era of #MeToo (with A. Bartlett and K. Clarke, 2019); Emergent Identities: New Sexualities, Gender and Relationships in a Digital Era (2019); and Fake News in Digital Cultures (with J. Thompson and A. Haw, 2022).

AcknowledgementsIntroduction: Reading Queer Studies and/in Education: International Contexts and PerspectivesNelson M. Rodriguez, Robert C. Mizzi, Louisa Allen, and Rob Cover
Chapter 1: Space, Place, and Queerness: The University of the West Indies, Mona Campus' Queer ZoningAdwoa Onuora and Nadeen Spence
Chapter 2: A Queer Sexuality Education: The Possibilities and Impossibilities of KnowingNaomi Rudoe
Chapter 3: Rupturing the 'Cul-de-Sac': Queer(y)ing Graduate Education StudiesJames Burford and Genine Hook
Chapter 4: Racism, Heteronormativity, and Educational Assemblage in GermanyMaría do Mar Castro Varela and Yener Bayramoglu
Chapter 5: Queered Failure and Management EducationNick Rumens
Chapter 6: Navigating Personal and Professional Identities in the Higher Education Workplace: A Facilitated AutoethnographyCraig M. McGill, Tonette S. Rocco, Joshua C. Collins, Lorenzo Bowman, Rod P. Githens, Holly M. Hutchins, Nathan Victoria, Saul Carliner, Gisela P. Vega, Julie Gedro, and Thomas Nechodomu
Chapter 7: Shifting the Gaze: A Decolonial Queer Analysis of Photographs of the Canadian Indian Residential SchoolsSpy Dénommé-Welch and Robert C. Mizzi
Chapter 8: "No Queers, No Marching Bands": Schools, Social Recognition, and Gender Visibility on the Brazil-Bolivia BorderTiago Duque and Gustavo Moura
Chapter 9: Timely Interventions: Queer Activist Early Childhood Teaching in Aotearoa New ZealandAlexandra C. Gunn
Chapter 10: Beyond 'Abstinence-Only': The U.S. Christian Right's 'Pro-Family' Countermovement against Comprehensive Sexuality Education and Sexual and Reproductive Rights in Eastern and Southern AfricaFinn Reygan and Haley McEwen
Chapter 11: Queering School Sport and Physical EducationRichard Pringle and Dillon Landi
Chapter 12: Queer Screen Pedagogies: Australian Queer Audiences and the Educational Value of LGBTQ Film and Television StoriesRob Cover
Chapter 13: The Possibilities and Futurities of LGBTQ Youth: Thinking from a Queer of Color Critique in Educational ResearchAndrea Vasquez and Cindy Cruz
Chapter 14: An Assimilation or Transgression of 'Normativities': A Qualitative Sociological Exploration of the Experiences of Gay and Lesbian Students at a South African UniversityTshanduko Tshilongo and Jacques Rothmann
Chapter 15: Norm-Critical Pedagogy as Femo- and Homonationalism: Perspectives on Norm Critique in Swedish Research, Activism, and Educational PracticeEva Reimers
Chapter 16: 'The Only Orange Park Bench': Using Photo-Elicitation to Explore Campus Experiences of LGBTIQA+ StudentsJohn Fenaughty, Lucy Cowie, and Louisa Allen
Chapter 17: Trans Children in Primary Schools: Thinking Queerly About Happiness and TimeAoife Neary
Chapter 18: Queer Love and EducationNelson M. Rodriguez and William F. Pinar
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