(Re)connecting feminist, queer and trans* communities and allies through educational research
Network 33 welcomes papers addressing any issues relating to gender and education. This special call aims to address concerns of those often marginalized in mainstream gender perspectives by bringing together scholars and educators, activists and allies to discuss the theme of (re)connecting feminist, queer and trans* (FQT*) communities through educational research. Hence, we invite contributions that address:
- The interconnections and tensions between FQT* theories;
- Pedagogical curriculums and practices addressing FQT* issues; and,
- Activism resisting patriarchy, heteronormativity and cisnormativity.
The special call aims to continue to grow N33’s community of practice.
Feminist, queer and trans* (FQT*) educational researchers are connected through their attempts to identify, deconstruct and challenge normative hierarchies of gender, sex and sexuality within learning environments (Fields, 2005; Rasmussen, 2001; Sinclair-Palm and Gilbert, 2018). FQT* educational researchers are also connected by their attempts to radically reimagine pedagogical practice (Rasmussen and Allen, 2014; Sanjakdar et al., 2015; Talburt, 2008) and critically interrogate the political potential of educational research (Allen, 2018; Renold, 2018; Robinson and Davies, 2014). Yet, FQT* educational researchers, and the communities they are part of/work with, are increasingly vulnerable due to the rise in conservative and right wing populism, which is founded on narratives of sexism, racism, homophobia and transphobia. In this time of backlash against gender and sexual diversity, rising violence against queer and trans folk as well as institutional suppression of critical and transgressive intellectualism there is a need to create a safe space capable of fostering solidarity among FQT* educational researchers, developing strategies to resist future subjugation, and engaging in utopian vision-making.
The Gender and Education Network (GEN) invites FQT* activists, educators and scholars to submit papers, symposia, workshops, moots, posters as well as creative, queer formats that focus on the theme of (re)connecting FQT* communities through educational research. We invite theoretical, empirical and reflexive contributions that critically examine the entanglement of FQT* theories and their relevance to curriculum and pedagogy. Furthermore, we seek contributions that embrace the joy associated with FQT* educational research and contribute to building FQT* and allied communities of practice.
The conference theme of ‘Educational Research (Re)connecting Communities’ provides the impetus for (re)connecting FQT* activists and allies, educators and scholars in order to counter the right-wing, populist backlash against FQT* and gender scholarship in Europe. More than ever there is a need to develop critical educational alternatives and engage in non-binary being-becoming-doing-thinking.
We invite submissions to the GEN that address the FQT* theory and practice at any level of education and in formal and informal schooling, particularly those that investigate:
The interconnections between patriarchy, heteronormativity, and cisnormativity
Intersections between FQT*, other gender theories, class, ecology, race, and ability
The tensions between trans rights and ‘second wave’ feminism
Developing FQT* pedagogies and curriculums
The experiences of FQT* students and educators
Bathrooms, changing facilities, uniforms, language and other gender-binary challenges
Building feminist, queer and trans* communities of practice and solidarity networks at the local, institutional, national and international levels
Classism, racism, and ableism within feminist, queer and trans communities
FQT* awareness and praxis among allies
Institutional co-option, pink washing and woke advertising
Branislava Baranovic (baranov(at)idi.hr)
Allen, L. (2018). Reconceptualizing qualitative research involving young people and sexuality at school. Cultural Studies ↔ Critical Methodologies, 153270861878432-153270861878432. 10.1177/1532708618784325
Fields, J. (2005). “Children Having Children”: Race, Innocence, and Sexuality Education, Social Problems, 52 (4), 549-571.
Rasmussen, M. L. (2001) Queering Schools and Dangerous Knowledges: Some new directions in sexualities, pedagogies and schooling, Discourse: Studies in the Cultural Politics of Education, 22:2, 263-272, DOI: 10.1080/01596300120072419.
Rasmussen, M. L. & Allen, L. (2014) What can a concept do? Rethinking education's queer assemblages, Discourse: Studies in the Cultural Politics of Education, 35:3, 433-443.
Renold, E. 2018. 'Feel what I feel': making da(r)ta with teen girls for creative activisms on how sexual violence matters. Journal of Gender Studies 27(1), 37-55. 10.1080/09589236.2017.1296352
Robinson, K. & Davies, C. (2014), 'Doing sexuality research with children : ethics, theory, methods and practice', Global Studies of Childhood, vol 4, no 4 , pp 250 - 263.
Sanjakdar, F. Allen, L., Rasmussen, M. L., Quinlivan,K. Brömdal, A. & Aspin, C. (2015) Search of Critical Pedagogy in Sexuality Education: Visions, Imaginations, and Paradoxes, Review of Education, Pedagogy, and Cultural Studies, 37:1, 53-70, 10.1080/10714413.2015.988537
Sinclair-Palm, J. & Gilbert, J. (2018) Naming new realities: supporting trans youth in education, Sex Education, 18:4, 321-327, DOI: 10.1080/14681811.2018.1452347
Talburt, S. (2008) Queer Imaginings, Journal of LGBT Youth, 5:3, 99-103, DOI: 10.1080/19361650802162375