Disruptive Views of Gender and Sexuality in K-12 and Teacher Education


Edited by:
Adrian D. Martin, New Jersey City University
Kathryn J. Strom, California State University, East Bay

Past research on gender and sexuality in education and teacher education has primarily focused on identifying ways of fostering inclusive and affirmative school communities for non-cis and/or queer students who identify outside the heteronormative matrix. Much of this work has attended to theorizing pedagogies and curricula conducive towards these aims. Yet despite social progress in the legality of same-sex marriage, and considerable attention in mainstream media on issues relevant to the transgender community, non-cis and queer individuals (especially those of color) continue to experience violence, face housing discrimination, employment discrimination, and the denial of service in public businesses. In light of the growing conservative movement to not only roll back legal advances for non-heterosexual individuals, but to also promote a culture of homophobia, transphobia, and heterosexuality as normative, natural, and desirable, we argue that scholars must attend to the myriad ways in which members of the school community can counter such efforts, and how the multiple facets of the educative experience can be conceptualized beyond a heteronormative paradigm. Rethinking what it means to be queer and/or non-cis moves us beyond safe and inclusive school environments towards discourse, research, and political action to transform school communities and society at large. In so doing, we decenter heteronormativity and in turn facilitate the human capacity to identify and enact gender expression as desired rather than as socially prescribed.

Troubling heteronormative logic and static gender categories requires non-hierarchical, multiplistic frameworks that break with the reductionist thinking patterns that have reinforced gender binaries and fixed sexual identity categories. Thus, this volume seeks to explore the themes referenced above through post-structural philosophical frameworks, queer theory, and other emergent 21st century non-linear theories of human phenomena and existence. These perspectives are conducive to not only examine dominant discursive and material conditions that striate epistemological interpretations of gender and sexuality, but to also rethink what it means to be gendered, the construction of sexual categories, and the role of schools and education as perpetuating (or countering) such meaning-making processes. We envision chapters that will draw upon the work of Deleuze and Guattari, Jacques Derrida, Julia Kristeva, Michel Foucault, Luce Irigaray, Karen Barad, Bruno Latour and others to critically investigate gender and sexuality in education and teacher education in the 21st century. Our aim is that these chapters will reflect the productiveness of these bodies of thought on research on the body itself, the body in public institutions of schooling, connections between one body and another, and entanglements between bodies/matter and discursive elements. Anticipated publication date is 2018. We are interested in both conceptual and empirical manuscripts.

Possible chapter topics might include the following:
- Enacting non-cis identities in schools
- Engaging students (P-16, graduate or doctoral) on issues relevant to trans/homophobia and heteronormativity
- Teacher education as reproducing/countering heteronormativity
- Examining the intersectionality of identities (trans/queer individuals of color, diverse cultural/linguistic backgrounds, non-documented people, lower/working class individuals)
- Narratives of trans/queer students, teachers, school leaders or caregivers
- Emergent conceptualizations on gender and sexuality and the connections between these and schooling
- Trans/queer individuals in early childhood education, higher education, graduate/doctoral studies
- Implications of the Orlando massacre for teacher educators, scholars, and members of the school community

We invite 1000-1500 word proposals that address the following:
1. Purpose/objectives and context
2. Theoretical approach
3. Summary of study methods
4. Findings/Understandings
5. Methodological/theoretical and practical significance

- Initial proposals are due to the editors by February 17th, 2016.
- Authors of selected proposals will be invited to develop a chapter by March 17th, 2017 and will be asked to peer review one full chapter manuscript.
- Chapters (5000-6000 words, APA) are due from authors by July 1st, 2017.
- Anticipated publication is 2018.

Manuscripts should be submitted to

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