Bücher der Reihe Routledge Critical Studies in Gender and Sexuality in Education

This volume examines gendered and heteronormative norms embedded within early childhood education (ECE) in the Global South including Brazil, China, Pakistan, South Africa, and Vietnam.

Positing the washroom as an onto-epistemological site which exemplifies the way in which school spaces govern how gender is experienced, normalized, and understood by youth, this text illustrates how current school policies and practices around bathrooms fail to dismantle cisnormativity and recognize trans lives.Drawing on media-policy analysis, empirical study, and arts-based methodologies, it demonstrates how school spaces must be re-thought via a trans-centred epistemology, to be reflected in teacher education, policy, and curricula. Beginning with a review of the theoretical constellation of the heterotopia and critical trans-ing informing the analysis of data, it moves to offer a critical media and policy analysis of how trans and gender-diverse students are de-limited, erased, or harmed. This position is supported by analysis of empirical data from a school bathroom project, including student photographs of washrooms, and other visual expressions of gender-diverse and gender-complex individuals. These elements-the media-policy analysis, the empirical study, and the archival online material-ultimately combine to offer new justifications for critical trans-informed policies and practices in education that recognize and centre trans and gender-diverse knowledges, expressions, and experiences.Centring the specific and nuanced debates around trans phenomena via an innovative methodology, it makes a unique and extremely timely contribution to the debate on gender-inclusive bathrooms, as well as trans rights to self-identification. As such, it will appeal to scholars, postgraduates, educators, and faculty working in the area of gender and sexuality in education, with interests in trans phenomena.

Offering an examination of educational approaches to promote justice, this volume demonstrates the necessity for keeping race, ethnicity, class, language, and other diversities at the core of pedagogical strategies and theories that address queer, trans, gender nonbinary and related issues.

Offering an examination of educational approaches to promote justice, this volume demonstrates the necessity for keeping race, ethnicity, class, language, and other diversities at the core of pedagogical strategies and theories that address queer, trans, gender nonbinary and related issues.

Addressing boys¿ schooling experiences and subjectivities from a neoliberal perspective, this collection investigates the ways in which boys negotiate neoliberal rhetoric surrounding aspiration and how neoliberalism shapes boys¿ identities.

To understand the various pathways to feminism and feminist identity development, this collection brings together scholars from education, women¿s studies, sociology, and community development to examine ways in which to integrate feminism and women¿s studies into education through pedagogy, practice, and activism.

Drawing on the complexities and nuances in women¿s education in relation to the aftermath of the 1979 Iranian Revolution, this edited collection examines implications of religious-based policies on gender relations as well as the unanticipated outcomes of increasing participation of women in education.

Addressing boys¿ schooling experiences and subjectivities from a neoliberal perspective, this collection investigates the ways in which boys negotiate neoliberal rhetoric surrounding aspiration and how neoliberalism shapes boys¿ identities.