Bøger i Routledge Critical Studies in Gender and Sexuality in Education serien

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.

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.

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.

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.

Drawing on a range of empirical experiences and providing a framework for further exploration, chapter authors consider the ethical, political, and practical questions that arise when conducting gender-related research in college and university contexts.

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.

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.