Investigating Transgender and Gender Expansive Education Research, Policy and Practice
Routledge eBooks, Jun 29, 2020
This book addresses an emerging and vital field of scholarship, which deals with transgender- and... more This book addresses an emerging and vital field of scholarship, which deals with transgender- and gender-expansive-informed education, policy, and practice. The collection provides a framework for thinking about the relevance of Transgender Studies for the field of education and specifically for K-12 schooling contexts. It argues for the need to engage transgender-informed epistemologies and provides insight into trans-affirmative education research, policy contexts, and practices with the view to generating knowledge about how the experiences of transgender and non-binary youth, gender non-conformity, and gender-creative expression are being addressed in the education system. Topics addressed range from trans-informed policy analysis and enactment across various contexts to addressing central concerns and polemics related to the policing and regulation of students’ gender identities and expression, with respect to washroom space in schools and the use of gender-neutral pronouns. The book is timely and pertinent, especially given that transphobia and addressing gender justice in the education system have been identified as significant human rights issues which require urgent intervention. Overall, this collection points to both the productive potentialities of this emerging body of research, and the limitations and challenges that need to continue to be addressed in the realization of a commitment to enacting a critical trans politics in education. This book was originally published as a special issue of Gender and Education.
Race And Racial Justice In Ontario Educationi: Neoliberalism and Strategies of Racial Invisibility
Gender, Race, and the Politics of Role Modelling: The Influence of Male Teachers. Routledge Research in Education
Routledge, Taylor & Francis Group, Dec 22, 2011
The Historical Contingencies and the Politics of in Iran
Springer eBooks, 2019
Disavowal and regulation of sexual minorities will be explored by engaging with important histori... more Disavowal and regulation of sexual minorities will be explored by engaging with important historical sources and accounts that speak to the historical contingencies of the emergence of same-sex desire and the category of “the homosexual” in Iran. Incorporated into this account is the political and social history of Iran from the latter part of the twentieth century until the present. Drawn into the discussion of sexuality and same-sex desire, the historical contingencies will be helpful to understand better the accounts of same-sex-desiring/gay Iranian men under quite specific conditions of sexuality governance, regimes of representation, and self-formative/self-fashioning potentialities of Iran today. Attention is drawn to the historical nuances with regards to sexuality and sexual governance in Iran, in which there are both discontinuities and continuities between the past and the present, between the period of the Shah and the post-revolutionary Iran.
Teaching about queer families: Surveillance, censorship, and the schooling of sexualities
Routledge eBooks, 2017
ABSTRACT In this paper, we investigate primary school teachers’ reflections on addressing the top... more ABSTRACT In this paper, we investigate primary school teachers’ reflections on addressing the topic of same-sex families and relationships in their classrooms. Informed by queer theoretical and Foucauldian analytic approaches, we examine teachers’ potential use of texts, such as picture storybooks, which introduce representations of same-sex relationships and desire. By employing a case-study approach, our aim is to provide insights into the pedagogical decisions and the heteronormative conditions under which three teachers in the Australian context attempt to deal with the topic of same-sex families/relationships. Attention is drawn to the regulatory surveillance of the parental gaze and the silencing and marginalization of sexual identity issues in order to illuminate the ways in which the micro politics of teaching about queer families and relationships are inextricably linked to broader macro processes governing the institutionalizing influences of heteronormativity, heterosexism and homonegativity. Implications for teacher education are outlined.
Gender, Race, and the Politics of Role Modelling
... Ajouter au panier Ajouter au panier le livre de WAYNE Martino, GOLI Rezai-Rashti. Date de par... more ... Ajouter au panier Ajouter au panier le livre de WAYNE Martino, GOLI Rezai-Rashti. Date de parution : 02-2012 Langue ... 1. Introduction 2. Male Teacher Shortage and the Politics of Representation 3. Black Teachers-- Narratives About Role Modelling and Representation 4 ...
Do the Gender and Race of the Teachers Really Matter? Students’ Perspectives on Role Modelling
International Journal of Middle East Studies, Nov 12, 2018
In this article we examine accounts of self-identifying Iranian gay men. We draw on a range of ev... more In this article we examine accounts of self-identifying Iranian gay men. We draw on a range of evidentiary sources-interpretive, historical, online, and empirical-to generate critical and nuanced insights into the politics of recognition and representation that inform narrative accounts of the lived experiences of self-identified gay Iranian men, and the constitution of same-sex desire for these men under specific conditions of Iranian modernity. In response to critiques of existing gay internationalist and liberationist accounts of the Iranian gay male subject as a persecuted victim of the Islamic Republic of Iran's barbarism, we address interpretive questions of sexuality governance in transnational contexts. Specifically, we attend to human rights frameworks in weighing social justice and political claims made by and on behalf of sexual and gender minorities in such Global South contexts. In this sense, our article represents a critical engagement with the relevant literature on sexuality governance and the politics of same-sex desire for Iranian gay men that is informed by empirical analysis.
‘Gap talk’ and the global rescaling of educational accountability in Canada
Journal of Education Policy, Sep 1, 2013
ABSTRACT In this paper, we undertake a particular policy critique and analysis of the gender achi... more ABSTRACT In this paper, we undertake a particular policy critique and analysis of the gender achievement gap discourse in Ontario and Canada, and situate it within the context of what has been termed the governance turn in educational policy with its focus on policy as numbers and its multi-scalar manifestations. We show how this ‘gap talk’ is inextricably tied to a neoliberal system of accountability, marketization, comparative performance measures and competition within the context of a globalized education policy field. The focus initially is on how the gender achievement gap has emerged in the Organisation for Economic Co-operation and Development’s (OCED) publication of the 2009 Program For International Student Assessment Results, but attention is drawn to questions and categories of equity that are used to define and measure socio-economic disadvantage. We illustrate that such measures and categories in use function to eschew important aspects of maldistribution, with important consequences for understanding the significance of the interlocking influences of race, social class, gender and geographical location, where there is evidence of spatial concentrations of poverty and histories of cumulative oppression. In the second part of the paper, we focus on the Canadian data to illustrate the multi-scalar dimensions of global/national/provincial ‘policyscapes’ through a politics of numbers. Contrary to the ways in which Canada and specifically Ontario have been marketed and celebrated by OECD and other stakeholders for their high performing, high quality education system in terms of achieving equitable outcomes for diverse student populations, we illustrate how the ‘failing boys’ discourse and achieving ‘gap talk’ have actually functioned to produce a misrecognition of the gender achievement gap, with boys emerging as a disadvantaged category in the articulation of equity policies.
Conclusion: Towards a Social Imaginary Beyond Role Modelling
Introduction – Testing regimes, accountabilities and education policy: commensurate global and national developments
Routledge, Oct 2, 2017
Investigating Transgender and Gender Expansive Education Research, Policy and Practice
This book addresses an emerging and vital field of scholarship, which deals with transgender- and... more This book addresses an emerging and vital field of scholarship, which deals with transgender- and gender-expansive-informed education, policy, and practice. The collection provides a framework for thinking about the relevance of Transgender Studies for the field of education and specifically for K-12 schooling contexts. It argues for the need to engage transgender-informed epistemologies and provides insight into trans-affirmative education research, policy contexts, and practices with the view to generating knowledge about how the experiences of transgender and non-binary youth, gender non-conformity, and gender-creative expression are being addressed in the education system. Topics addressed range from trans-informed policy analysis and enactment across various contexts to addressing central concerns and polemics related to the policing and regulation of students’ gender identities and expression, with respect to washroom space in schools and the use of gender-neutral pronouns. The book is timely and pertinent, especially given that transphobia and addressing gender justice in the education system have been identified as significant human rights issues which require urgent intervention. Overall, this collection points to both the productive potentialities of this emerging body of research, and the limitations and challenges that need to continue to be addressed in the realization of a commitment to enacting a critical trans politics in education. This book was originally published as a special issue of Gender and Education.
Supporting Transgender and Gender Diverse Students in Schools
Supporting Transgender and Gender Diverse Students in Schools: Educators’ Responses reports the f... more Supporting Transgender and Gender Diverse Students in Schools: Educators’ Responses reports the findings of an Ontario-wide survey of educators. The report is part of a larger study, Supporting Transgender and Gender Minority Youth in the School System: Investigating Policy and Practice, funded by the Social Sciences Humanities Research Council of Canada (SSHRC)
A trans pedagogy of <i>refusal</i>: interrogating cisgenderism, the limits of antinormativity and trans necropolitics
Pedagogy, Culture and Society, Apr 13, 2021
ABSTRACT In this paper, we reflect on the ethico-political and epistemological implications of a ... more ABSTRACT In this paper, we reflect on the ethico-political and epistemological implications of a critical trans pedagogy that takes as its focus the generative stance of refusal. Our purpose is to identify and explain the significance of key axiomatic principles at the heart of our conception of such a pedagogical endeavour, which entails an interrogative stance vis-à-vis cisgenderism, antinormativity and trans necropolitics. These principles define a governing logics and rationality for enacting a trans pedagogy of refusal in its potential to create curricular spaces of recognition and intelligibility in educational institutions that are committed to addressing the erasure of trans and non-binary people. They also illuminate a necessary pedagogical commitment to centring desubjugated and submerged knowledges of transness and the blackness of transness that defy the limits of antinormativity and necropolitics.
“We Have No ‘Visibly’ Trans Students in Our School”: Educators’ Perspectives on Transgender-Affirmative Policies in Schools
Teachers College Record: The Voice of Scholarship in Education
Background/Context: In Ontario, and Canada more broadly, anti-discrimination on the basis of gend... more Background/Context: In Ontario, and Canada more broadly, anti-discrimination on the basis of gender identity and gender expression is enshrined in the Ontario Human Rights Code and the Canadian Charter of Rights and Freedoms, which have required schools to address trans inclusion. However, the ways in which educators understand or enact these policies, and whether they are even aware of them, remain largely underexplored. Purpose/Research Question/Focus of Study: Our purpose was to learn more about educators’ awareness and understanding of trans-inclusive policies in schools and the extent to which such policies were informing practice. Participants: While this research is based on survey data comprising 1,194 respondents, this article examines comments provided about trans-affirmative policy from 463 educators. Research Design: This study involves large-scale survey research conducted on 1,194 educators in Ontario K–12 schools; the survey was disseminated via social media and educa...
In this paper, our purpose is to investigate policy informing texts and discourses referencing tr... more In this paper, our purpose is to investigate policy informing texts and discourses referencing transgender equality and gender diversity in the Western Australian education system. Drawing on scholarship from transgender, queer and policy studies (Bacchi
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