Queer Studies in Education
Series Editors:
and
Kamden K. Strunk
Kamden K. Strunk
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Stephanie Anne Shelton
Stephanie Anne Shelton
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Queer Studies in Education aims to publish research in queer and trans studies in education with an intentional focus on intersectional analyses. As such, volumes in this series take seriously the ways that racism, coloniality, ableism, xenophobia, misogyny, and other systems of oppression are entangled and intersect with cisheterosexism and cisheteropatriarchy. This series aims to publish research that advances the fields of queer studies and trans studies in education, forwarding new theoretical frameworks, novel methodologies, and work that revisit and renovates existing models. The series also aims to publish research that is relevant and useful for practitioners, educators, activists, and communities. As such, authors in the series are asked to keep in mind both academic and non-academic audiences. The series publishes work across various research methodologies and frameworks. The focus on education is broad, and specifically includes early childhood education, PK-12, postsecondary education, adult education, informal community education, and nontraditional sites of education.
The Autoethnography of a Transnational Mariposa
Volume 3
978-90-04-71477-9
Possibilities and Tensions in Queer and Trans Studies in Education
Volume 1
978-90-04-54979-1
Kamden K. Strunk, Ph.D. (2012), Oklahoma State University, is an Associate Professor of Research Methodology in the School of Education at Virginia Commonwealth University. His research focuses research methodologies, especially critical quantitative methodologies, as applied to the study of queer studies and anti-racism in education.
Stephanie Anne Shelton, PhD (2016), University of Georgia. She has published articles exploring qualitative methodologies, teacher identities, and LGBTQ+ issues in education through queer and feminist frameworks and has published four other books.
Stephanie Anne Shelton, PhD (2016), University of Georgia. She has published articles exploring qualitative methodologies, teacher identities, and LGBTQ+ issues in education through queer and feminist frameworks and has published four other books.
Editorial Board:
Lee Airton, Queen's University, Canada
Mollie V. Blackburn, The Ohio State University, USA
Bradley Bloomfield, Monash University, Australia
Tamara Brooks, Escola Americana de Belo Horizonte, Brazil
Antonio Duran, Arizona State University, USA
Harper Keenan, University of British Columbia, Canada
J.B. Mayo, University of Minnesota, USA
Raúl Alberto Mora Vélez, Universidad Pontificia Bolivariana, Colombia
EJ Renold, Cardiff University, UK
Roland Sintos Coloma, Wayne State University, USA
Mario Suárez, Utah State University, USA
Lee Airton, Queen's University, Canada
Mollie V. Blackburn, The Ohio State University, USA
Bradley Bloomfield, Monash University, Australia
Tamara Brooks, Escola Americana de Belo Horizonte, Brazil
Antonio Duran, Arizona State University, USA
Harper Keenan, University of British Columbia, Canada
J.B. Mayo, University of Minnesota, USA
Raúl Alberto Mora Vélez, Universidad Pontificia Bolivariana, Colombia
EJ Renold, Cardiff University, UK
Roland Sintos Coloma, Wayne State University, USA
Mario Suárez, Utah State University, USA