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Possibilities and Tensions in Queer and Trans Studies in Education
Growing out of a series of discussions and gatherings over the course of more than two years, Bridging the Rainbow Gap is a collection of chapters and response essays that take up key tensions, gaps, and possibilities in queer and trans scholarship in education. Working across K-12, higher education, and other education disciplines, the authors in the volume take up themes of identity development, ethnography, young adult literature, queer joy, queer potentiality, ideology, emerging issues in trans studies, whiteness in queer studies, and futures in queer and trans studies. Collectively, the book serves as an invitation into generative conversations about what queer and trans studies are, what they can be, and what they might do in education.
Possibilities and Tensions in Queer and Trans Studies in Education
Growing out of a series of discussions and gatherings over the course of more than two years, Bridging the Rainbow Gap is a collection of chapters and response essays that take up key tensions, gaps, and possibilities in queer and trans scholarship in education. Working across K-12, higher education, and other education disciplines, the authors in the volume take up themes of identity development, ethnography, young adult literature, queer joy, queer potentiality, ideology, emerging issues in trans studies, whiteness in queer studies, and futures in queer and trans studies. Collectively, the book serves as an invitation into generative conversations about what queer and trans studies are, what they can be, and what they might do in education.
Curriculum, Spirituality, and Human Rights towards a Just Public Education examines the integration of spirituality—not religion—into U.S. public education and curriculum. The volume challenges celebratory ‘curricularized’ forms of human rights and frames spirituality as a counter-hegemonic human right. Drawing on autobiography as inquiry, Rogério Venturini unpacks his spiritual struggles—‘from within’—and experiences as a progressive spiritual person and educator. The volume examines the subjectivity and objectivity of spirituality, exploring the lethal social impact triggered by the absence of spirituality at the table of the so-called curriculum conversations.
This volume places the struggle for spirituality in our field as a political struggle, one that recognizes and respects the ‘authenticity’ of the complexity of human beings in their socially constructed graded temporality. In doing so, the text challenges the epistimicidal nature of such conversations, arguing the need to recognize the importance of spirituality as an unavoidable human being’s inner dynamic. Venturini draws on critical, anti-colonial, and decolonial frameworks and argues for an epistemological move towards an itinerant curriculum theory, one that responds to the world’s endless epistemological diversity and difference by assuming a non-derivative non-abyssal approach.
This volume places the struggle for spirituality in our field as a political struggle, one that recognizes and respects the ‘authenticity’ of the complexity of human beings in their socially constructed graded temporality. In doing so, the text challenges the epistimicidal nature of such conversations, arguing the need to recognize the importance of spirituality as an unavoidable human being’s inner dynamic. Venturini draws on critical, anti-colonial, and decolonial frameworks and argues for an epistemological move towards an itinerant curriculum theory, one that responds to the world’s endless epistemological diversity and difference by assuming a non-derivative non-abyssal approach.
Curriculum, Spirituality, and Human Rights towards a Just Public Education examines the integration of spirituality—not religion—into U.S. public education and curriculum. The volume challenges celebratory ‘curricularized’ forms of human rights and frames spirituality as a counter-hegemonic human right. Drawing on autobiography as inquiry, Rogério Venturini unpacks his spiritual struggles—‘from within’—and experiences as a progressive spiritual person and educator. The volume examines the subjectivity and objectivity of spirituality, exploring the lethal social impact triggered by the absence of spirituality at the table of the so-called curriculum conversations.
This volume places the struggle for spirituality in our field as a political struggle, one that recognizes and respects the ‘authenticity’ of the complexity of human beings in their socially constructed graded temporality. In doing so, the text challenges the epistimicidal nature of such conversations, arguing the need to recognize the importance of spirituality as an unavoidable human being’s inner dynamic. Venturini draws on critical, anti-colonial, and decolonial frameworks and argues for an epistemological move towards an itinerant curriculum theory, one that responds to the world’s endless epistemological diversity and difference by assuming a non-derivative non-abyssal approach.
This volume places the struggle for spirituality in our field as a political struggle, one that recognizes and respects the ‘authenticity’ of the complexity of human beings in their socially constructed graded temporality. In doing so, the text challenges the epistimicidal nature of such conversations, arguing the need to recognize the importance of spirituality as an unavoidable human being’s inner dynamic. Venturini draws on critical, anti-colonial, and decolonial frameworks and argues for an epistemological move towards an itinerant curriculum theory, one that responds to the world’s endless epistemological diversity and difference by assuming a non-derivative non-abyssal approach.
Pre- and Post-COVID Perspectives
Despite the existence of a robust literature reviewed throughout this text which critiques salvationist models of international Service Learning (ISL), including literature that advocates deeply reciprocal relationships between global northern sending organizations and global southern host organizations, neocolonial models of ISL remain the dominant practice. The authors pose an ISL model that puts north/south reciprocity at the entre of ISL planning and implementation – based on their research and engagement in multiple ISL experiences and, importantly, from the input of representatives of global southern host organizations at a south-south gathering (encuentro).
This constitutes a rupture with the current model that views the host village as an extension of a group leader’s classroom; rather, it makes the host community a space for difficult learning based on what hosts want their visitors to take home.
The interruptions of ISL travel represented by COVID constituted an opportunity to consider alternative models; despite the awareness of environmental impacts of travel, it is likely that ISL trips will resume. It is, therefore, increasingly important that the ISL experience becomes a means of generating solidarity rather than the reinforcement of neocolonial “helping imperatives” associated with the traditional model.
This constitutes a rupture with the current model that views the host village as an extension of a group leader’s classroom; rather, it makes the host community a space for difficult learning based on what hosts want their visitors to take home.
The interruptions of ISL travel represented by COVID constituted an opportunity to consider alternative models; despite the awareness of environmental impacts of travel, it is likely that ISL trips will resume. It is, therefore, increasingly important that the ISL experience becomes a means of generating solidarity rather than the reinforcement of neocolonial “helping imperatives” associated with the traditional model.
Pre- and Post-COVID Perspectives
Despite the existence of a robust literature reviewed throughout this text which critiques salvationist models of international Service Learning (ISL), including literature that advocates deeply reciprocal relationships between global northern sending organizations and global southern host organizations, neocolonial models of ISL remain the dominant practice. The authors pose an ISL model that puts north/south reciprocity at the entre of ISL planning and implementation – based on their research and engagement in multiple ISL experiences and, importantly, from the input of representatives of global southern host organizations at a south-south gathering (encuentro).
This constitutes a rupture with the current model that views the host village as an extension of a group leader’s classroom; rather, it makes the host community a space for difficult learning based on what hosts want their visitors to take home.
The interruptions of ISL travel represented by COVID constituted an opportunity to consider alternative models; despite the awareness of environmental impacts of travel, it is likely that ISL trips will resume. It is, therefore, increasingly important that the ISL experience becomes a means of generating solidarity rather than the reinforcement of neocolonial “helping imperatives” associated with the traditional model.
This constitutes a rupture with the current model that views the host village as an extension of a group leader’s classroom; rather, it makes the host community a space for difficult learning based on what hosts want their visitors to take home.
The interruptions of ISL travel represented by COVID constituted an opportunity to consider alternative models; despite the awareness of environmental impacts of travel, it is likely that ISL trips will resume. It is, therefore, increasingly important that the ISL experience becomes a means of generating solidarity rather than the reinforcement of neocolonial “helping imperatives” associated with the traditional model.
From-the-Field Challenges of a Non-Dualist Methodolgy
Cultural-Historical Activity Theory (CHAT) and other Vygotskian approaches are becoming increasingly popular among social scientists interested in studying human actions, thoughts and emotions in their cultural contexts. Building on non-dualist, dialectical materialist epistemological premises, these approaches, however, can pose important challenges to the scholar and the student aiming at first adopting them in their research. What are the concrete, method-related implications of CHAT perspectives for the way we do research in the field? Showcasing the work of well-established as well as emerging CHAT scholars, this volume presents from-the-field insights of non-dualist CHAT methodology for both newcomers and the initiated.
Contributors are: Sylvie Barma, Patricia Dionne, Philip Dupuis-Laflamme, Ritva Engeström, Beth Ferholt, Alfredo Jornet, Isabelle Rioux, Frédéric Saussez, Christopher Schuck, Anna Stetsenko, Marie-Caroline Vincent and Samantha Voyer.
Contributors are: Sylvie Barma, Patricia Dionne, Philip Dupuis-Laflamme, Ritva Engeström, Beth Ferholt, Alfredo Jornet, Isabelle Rioux, Frédéric Saussez, Christopher Schuck, Anna Stetsenko, Marie-Caroline Vincent and Samantha Voyer.
From-the-Field Challenges of a Non-Dualist Methodolgy
Cultural-Historical Activity Theory (CHAT) and other Vygotskian approaches are becoming increasingly popular among social scientists interested in studying human actions, thoughts and emotions in their cultural contexts. Building on non-dualist, dialectical materialist epistemological premises, these approaches, however, can pose important challenges to the scholar and the student aiming at first adopting them in their research. What are the concrete, method-related implications of CHAT perspectives for the way we do research in the field? Showcasing the work of well-established as well as emerging CHAT scholars, this volume presents from-the-field insights of non-dualist CHAT methodology for both newcomers and the initiated.
Contributors are: Sylvie Barma, Patricia Dionne, Philip Dupuis-Laflamme, Ritva Engeström, Beth Ferholt, Alfredo Jornet, Isabelle Rioux, Frédéric Saussez, Christopher Schuck, Anna Stetsenko, Marie-Caroline Vincent and Samantha Voyer.
Contributors are: Sylvie Barma, Patricia Dionne, Philip Dupuis-Laflamme, Ritva Engeström, Beth Ferholt, Alfredo Jornet, Isabelle Rioux, Frédéric Saussez, Christopher Schuck, Anna Stetsenko, Marie-Caroline Vincent and Samantha Voyer.
Theory, Research, and Practices
Reaching out into the rural English teaching and learning environment led to compiling these chapters that contribute a clarification of the possibilities and achievements of teachers worldwide. Often with overly large classes, isolation, and few resources, English instruction leads to extrinsic success for their students with future educational, professional, and economic outcomes. In other instances, the fruits of teachers’ labor become intrinsic motivators for learners who value learning and critical thinking. English in the international curriculum has perceived value for developing human and social capital, as indicated in these authors’ personal and professional journeys.
This volume was originally begun by Paul Chamness Iida, who sadly passed away in June 2021. The editors have done their best to complete this project as he envisioned and are honored to share this work in his memory.
Contributors are: Mary Frances Agnello, Md. Al Amin, Naoko Araki Monica A. Baker, Xingtan Cao, Florent Domenach, Lee Friederich, Arely Romero García, Maribel Villegas Greene, Janinka Greenwood, Dongni Guo, Paul Chamness Iida (deceased), Irham Irham, Munchuree Kaosayapandhu, Wuri Prima Kusumastuti, Di Liang, Carla Meskill, Erin Mikulec, Piotr Romanowski, Leticia Araceli Salas Serrano, Fang Wang, Emilia Wasikiewicz-Firlej, Jing Yi Xuan, Jing Zhi Yuan and Dai Chang Zhi.
This volume was originally begun by Paul Chamness Iida, who sadly passed away in June 2021. The editors have done their best to complete this project as he envisioned and are honored to share this work in his memory.
Contributors are: Mary Frances Agnello, Md. Al Amin, Naoko Araki Monica A. Baker, Xingtan Cao, Florent Domenach, Lee Friederich, Arely Romero García, Maribel Villegas Greene, Janinka Greenwood, Dongni Guo, Paul Chamness Iida (deceased), Irham Irham, Munchuree Kaosayapandhu, Wuri Prima Kusumastuti, Di Liang, Carla Meskill, Erin Mikulec, Piotr Romanowski, Leticia Araceli Salas Serrano, Fang Wang, Emilia Wasikiewicz-Firlej, Jing Yi Xuan, Jing Zhi Yuan and Dai Chang Zhi.
Theory, Research, and Practices
Reaching out into the rural English teaching and learning environment led to compiling these chapters that contribute a clarification of the possibilities and achievements of teachers worldwide. Often with overly large classes, isolation, and few resources, English instruction leads to extrinsic success for their students with future educational, professional, and economic outcomes. In other instances, the fruits of teachers’ labor become intrinsic motivators for learners who value learning and critical thinking. English in the international curriculum has perceived value for developing human and social capital, as indicated in these authors’ personal and professional journeys.
This volume was originally begun by Paul Chamness Iida, who sadly passed away in June 2021. The editors have done their best to complete this project as he envisioned and are honored to share this work in his memory.
Contributors are: Mary Frances Agnello, Md. Al Amin, Naoko Araki Monica A. Baker, Xingtan Cao, Florent Domenach, Lee Friederich, Arely Romero García, Maribel Villegas Greene, Janinka Greenwood, Dongni Guo, Paul Chamness Iida (deceased), Irham Irham, Munchuree Kaosayapandhu, Wuri Prima Kusumastuti, Di Liang, Carla Meskill, Erin Mikulec, Piotr Romanowski, Leticia Araceli Salas Serrano, Fang Wang, Emilia Wasikiewicz-Firlej, Jing Yi Xuan, Jing Zhi Yuan and Dai Chang Zhi.
This volume was originally begun by Paul Chamness Iida, who sadly passed away in June 2021. The editors have done their best to complete this project as he envisioned and are honored to share this work in his memory.
Contributors are: Mary Frances Agnello, Md. Al Amin, Naoko Araki Monica A. Baker, Xingtan Cao, Florent Domenach, Lee Friederich, Arely Romero García, Maribel Villegas Greene, Janinka Greenwood, Dongni Guo, Paul Chamness Iida (deceased), Irham Irham, Munchuree Kaosayapandhu, Wuri Prima Kusumastuti, Di Liang, Carla Meskill, Erin Mikulec, Piotr Romanowski, Leticia Araceli Salas Serrano, Fang Wang, Emilia Wasikiewicz-Firlej, Jing Yi Xuan, Jing Zhi Yuan and Dai Chang Zhi.
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.
Migration is no longer a movement from the rural to the urban, but rather from city to city or from the city to the metropolis in this swiftly urbanising world. This book uses new paradigms to explain why urban movements rise from the development of cities and are gradually increasing. It urges new Urban Studies to recognise that the rate of urbanisation occurring in developing regions is higher than that of developed regions and that the change is profound. A multidisciplinary approach is a prerequisite for Urban Studies to understand urban movements and the struggle for urban space in the nearby future of cities worldwide.
Migration is no longer a movement from the rural to the urban, but rather from city to city or from the city to the metropolis in this swiftly urbanising world. This book uses new paradigms to explain why urban movements rise from the development of cities and are gradually increasing. It urges new Urban Studies to recognise that the rate of urbanisation occurring in developing regions is higher than that of developed regions and that the change is profound. A multidisciplinary approach is a prerequisite for Urban Studies to understand urban movements and the struggle for urban space in the nearby future of cities worldwide.
International Comparative Perspectives in the History of Education
Volume Editor:
Understanding the processes related to gender construction requires a multi and interdisciplinary approach. Complexity emerges as a category of investigation and an end to be pursued, giving space to a plurality of voices, interpretations, and points of view. With such intellectual curiosity, the volume's authors questioned the inclusion and exclusion of these multiple voices in education. How has teaching on gender made room for this complexity? What views were included? Which ones were overlooked? What have educational models for children been privileged in the imagination? Which histories and stories have accompanied them in acquiring an awareness linked to gender? Through such important questions and many more, the volume highlights the gender changes that took place from mid-eighteen century to today in various contexts relating to formal and informal education through an international comparative perspective. The multiplicity of approaches, methodologies, and perspectives allows us to read and analyze these changes in a composite way, underlining little-known aspects of gender studies in the historical-educational field.
International Comparative Perspectives in the History of Education
Volume Editor:
Understanding the processes related to gender construction requires a multi and interdisciplinary approach. Complexity emerges as a category of investigation and an end to be pursued, giving space to a plurality of voices, interpretations, and points of view. With such intellectual curiosity, the volume's authors questioned the inclusion and exclusion of these multiple voices in education. How has teaching on gender made room for this complexity? What views were included? Which ones were overlooked? What have educational models for children been privileged in the imagination? Which histories and stories have accompanied them in acquiring an awareness linked to gender? Through such important questions and many more, the volume highlights the gender changes that took place from mid-eighteen century to today in various contexts relating to formal and informal education through an international comparative perspective. The multiplicity of approaches, methodologies, and perspectives allows us to read and analyze these changes in a composite way, underlining little-known aspects of gender studies in the historical-educational field.
A Pursuit of the Decolonial Agenda
The discourse of decolonisation, though littered with unresolved contestation in the university as an institution of higher learning, has often been blamed on the impact of neoliberal globalisation philosophy. The volume focuses on unfinished project of decolonisation, with an aim on African knowledge and the historical question of canonicity by keeping the emancipative dialogue alive. The authors place great scrutiny on the quality of curriculum offered in universities arguing that a sound relevant curriculum, original to the continent, can save Africa’s citizenry from challenges bedevilling socio-economic development.
This book proposes a disruption and potential end to western hegemonic epistemologies that manifest the neoliberal geopolitical terrain in the form of cultural imperialism, epistemicide, and linguicide through a decolonial approach to the curriculum in African universities. It interrogates and challenges the neo-colonial entanglement in regional higher education policy processes coupled with the excessive dependence of regional stakeholders on western external actors for higher education policy and envisages a decolonial alternative future for the regionalisation of higher education in Africa. To this end, the book brings in a more philosophical and practical hermeneutic of knowledge production and dissemination that unyokes post-independence African universities from the bondage of erstwhile colonisers.
This book proposes a disruption and potential end to western hegemonic epistemologies that manifest the neoliberal geopolitical terrain in the form of cultural imperialism, epistemicide, and linguicide through a decolonial approach to the curriculum in African universities. It interrogates and challenges the neo-colonial entanglement in regional higher education policy processes coupled with the excessive dependence of regional stakeholders on western external actors for higher education policy and envisages a decolonial alternative future for the regionalisation of higher education in Africa. To this end, the book brings in a more philosophical and practical hermeneutic of knowledge production and dissemination that unyokes post-independence African universities from the bondage of erstwhile colonisers.
A Pursuit of the Decolonial Agenda
The discourse of decolonisation, though littered with unresolved contestation in the university as an institution of higher learning, has often been blamed on the impact of neoliberal globalisation philosophy. The volume focuses on unfinished project of decolonisation, with an aim on African knowledge and the historical question of canonicity by keeping the emancipative dialogue alive. The authors place great scrutiny on the quality of curriculum offered in universities arguing that a sound relevant curriculum, original to the continent, can save Africa’s citizenry from challenges bedevilling socio-economic development.
This book proposes a disruption and potential end to western hegemonic epistemologies that manifest the neoliberal geopolitical terrain in the form of cultural imperialism, epistemicide, and linguicide through a decolonial approach to the curriculum in African universities. It interrogates and challenges the neo-colonial entanglement in regional higher education policy processes coupled with the excessive dependence of regional stakeholders on western external actors for higher education policy and envisages a decolonial alternative future for the regionalisation of higher education in Africa. To this end, the book brings in a more philosophical and practical hermeneutic of knowledge production and dissemination that unyokes post-independence African universities from the bondage of erstwhile colonisers.
This book proposes a disruption and potential end to western hegemonic epistemologies that manifest the neoliberal geopolitical terrain in the form of cultural imperialism, epistemicide, and linguicide through a decolonial approach to the curriculum in African universities. It interrogates and challenges the neo-colonial entanglement in regional higher education policy processes coupled with the excessive dependence of regional stakeholders on western external actors for higher education policy and envisages a decolonial alternative future for the regionalisation of higher education in Africa. To this end, the book brings in a more philosophical and practical hermeneutic of knowledge production and dissemination that unyokes post-independence African universities from the bondage of erstwhile colonisers.
Andy Blunden completes his immanent critique of Activity Theory, begun in 2010 with An Interdisciplinary Theory of Activity. A summary of the ontological foundations of Activity Theory introduces a critical review of the work of activity theorists across the world with a focus of applications in medical and educational contexts, and concluded with a review of the ethics of collaboration. Blunden expands the domain of Activity Theory to address the pressing problems facing humanity today and activities lacking in clear objects, collaboration in voluntary projects and social movements, the life projects of individuals and emerging practices. Blunden brings an understanding of Marxist and Hegelian philosophy to bear on the application of Activity Theory to problems of social change.
A critical overview
Andy Blunden completes his immanent critique of Activity Theory, begun in 2010 with An Interdisciplinary Theory of Activity. A summary of the ontological foundations of Activity Theory introduces a critical review of the work of activity theorists across the world with a focus of applications in medical and educational contexts, and concluded with a review of the ethics of collaboration. Blunden expands the domain of Activity Theory to address the pressing problems facing humanity today and activities lacking in clear objects, collaboration in voluntary projects and social movements, the life projects of individuals and emerging practices. Blunden brings an understanding of Marxist and Hegelian philosophy to bear on the application of Activity Theory to problems of social change.
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