NW 33: Genders and Sexualities in Diversified Educational Systems and Societies.

NW 33 Gender and Education

Genders and Sexualities in Diversified Educational Systems and Societies

Network 33 welcomes contributions addressing any issues pertaining to gender and education.  This special call is specifically to encourage papers that identify, address and critically analyse the opportunities and challenges that the increasing presence and acknowledgement of the diversity of intersecting genders and sexualities in European and global societies brings to education systems.  We are interested in debating the degree to which individuals and groups with different intersecting identities, who are theorists, researchers, practicioners, policy makers,  activitists, students and members of wider society are engaging with this context and how this is impacting upon educaiton systems and the experiences of those within education.

The Call
The Gender and Education Network welcomes contributions addressing any issues relating to gender and education and invites theorists, researchers, practicionars and policy makers to engage in discussion and evaluation of the current state  and opportunities of diverse genders and sexualities in education within  Europe and  globally.

The aim of this special call is to identify, discuss and critically reflect on the challenges of gender, sex and sexuality diversity that current diverse society has brought to education systems and ways of theorising them.  

The recent society is increasingly diverse due to many causes and reasons. The globalised economy, environmental disasters, wars and migration flows have caused  many forms of economic, cultural and social diversity, raising questions of democratic and just  responses to the challenges of life in diversified society.

In this context, education systems are of utmost relevance as they are responsible for providing  learners of different ethnicity, religion, class, race, disability, gender and sexuality with equal educational opportunities and competences to integrate into and live in the diversified society. (Herzog-Punzenberger, M. Brown, H. Altrichter & S. Gardezi (2022), PPMI [Public Policy and Management Institute] (2017), T. Ferfolja & J. Ullman (2017),  E. J. Meyer; Catherine Taylor; Tracey Peter (2015), R. DePalma & E.  Atkinson (2010)).

 This Special NW Call is focused on the role of educational and gender research and education itself in dealing with gender, sex and sexuality diversity in a contemporary diverse society.  We invite all papers, symposia, posters, workshops, ignite talks that adress gender and educational research, activism and pedagogy, especially those focused on:  

  • the complexity of the concept of diversity in gender and educational research and practice
  • challenges, diversity and interconnections of different theoretical and methodological approaches to the research of gender, sex and sexuality diversity in education
  • forms of diversities, including gender, sex and sexuality diversity in schools and other educational institutions in formal and informal education
  • the impact of gender and sexuality diversity on pedagogical strategies and practices, curriculum, leadership, school culture, etc. in different educational settings and cultural contexts
  • intersectionality and links of gender and sexuality diversity with other forms of diversity in educational practice and research – the importance and benfits for wellbeing and equality within schools and other educational  communities.

Contact Person(s)

Branislava Baranović: baranov(at)idi.hr
Andrea Abbas: aa2452(at)bath.ac.uk
Victoria Showunmi: v.showunmi(at)ucl.ac.uk

- B. Herzog-Punzenberger, M. Brown, H. Altrichter & S. Gardezi. (2022).  Preparing teachers for diversity: how are teacher education systems responding to cultural diversity – the case of Austria and Ireland. Teachers and Teaching.

- PPMI [Public Policy and Management Institute]. (2017). Preparing teachers for diversity: The role of initial teacher education. annex 2 (15 case-study summaries).

- T. Ferfolja & J. Ullman. (2017). Gender and sexuality diversity and schooling: progressive mothers speak out. Sex Education, 17:3, 348-362.

- E. J. Meyer; Catherine Taylor; Tracey Peter. (2015). Perspectives on Gender and Sexual Diversity (GSD)-Inclusive Education: Comparisons between Gay/Lesbian/Bisexual and Straight Educators. Sex Education: Sexuality, Society and Learning, v15 n3 p221-234 2015.

- R. DePalma & E.  Atkinson. (2010). The nature of institutional heteronormativity in primary schools and practice-based responses. Teaching and Teacher Education, 26 (8).

- H. V. Richards; A. F. Brown; T. B. Forde.  (2007). Addressing Diversity in Schools: Culturally Responsive Pedagogy. Teaching Exceptional Children; Jan/Feb 2007, 39, 3.

NW33 runs a mailing list and invites researchers to join. To join the mailing list, send a blank message to (nw33-subscribe(at)lists.eera-ecer.de)

Interview with Link Convenor 2019