Category: Call for papers

A BSA Early Career Forum Regional Event
Monday, 6 June 2022
10am – 5pm
Brunel University London, Kingston Lane Uxbridge UB8 3PH

Proposals for oral presentations are invited for this BSA Early Career Forum supported one-day in-person event which will drive fresh conversations around the intersection of race and social class within the sociology of education and beyond. In recent years, post-racial ideologies that deny the existence of structural racism has gathered pace in the UK.

At the same time, race- and class-based inequalities have been pitted against each other. These discourses not only fail to grasp the complexities of the issues in hand, but actively deflect attention away from the way racial and classed inequalities within education are interlocked and co-constituted. The COVID-19 pandemic too has laid bare the deep seated racial and classed inequalities in contemporary Britain, which pose challenges to existing sociological frameworks.

Against this backdrop, it is more relevant than ever before to bring together both established and early career sociologists working on the intersection of social class and race to reflect on the current state of affairs, showcase ongoing research projects in the field of education, build networks and further our collective struggle for a more just and equal society. Oral presentations must engage with issues of race and class as they are constructed, represented and experienced in diverse educational settings.

Key Dates:
• Deadline for submission of abstracts (300 words): 2nd May 2022
• Decision communicated by: 9th May 2022
• Date of the event: 6th June 2022

Please send 300-word abstracts (with 50-word bio-note) and enquiries to Dr Utsa Mukherjee (utsa.mukherjee @ brunel.ac.uk)

Confirmed Keynote Speakers:
• Prof Sally Tomlinson (University of Oxford and Goldsmiths University of London)
• Dr Pere Ayling (University of Suffolk)

[Please Note: The event will take place at the Uxbridge Campus of Brunel University London with a possibility for remote participation, if needed]

Teaching with Gender Book Series

Schooling continues to be a very important site where gender relations and sexual politics take place (Mac an Ghaill, 1994; Mac an Ghaill, 1996; Haywood & Mac an Ghaill, 1996; Lesko, 2000; Renold, 2005; Ringrose and Renold, 2012; Mendes et al, 2022). This book explores the role of education amidst persisting gender inequalities in education and schooling. This book will present theoretical explorations, case studies and emerging research mapping out some of the oppressive sexist and patriarchal cultures affecting the educational lives of young people today in educational settings and across various national contexts. The book will also offer an opportunity to host an international forum on contemporary thinking on education and the inequalities that characterise processes of education around the world. The chapters will provide a modern look into education, looking at pressing gender and sexuality issues in educational sectors, including schooling. In previous works a critical feminist approach has been suggested for education (Weiler and Arnot, 1993; Walby 1997, Ng et al, 1995; Ringrose 2013), yet, it is important to continue to explore the shifting issues and concerns of the feminist theoretical debates in order to help shape future feminist agendas better suited for our changing international educational landscapes.

Crucially, the book also poses critical questions needed to frame education differently: Can schools be redefined to be more inclusive? Should the school be more accountable for instilling a sense of political agency in students so that students feel confident in challenging inequalities? Are there any ways in which schools can open up more opportunities to challenge toxic student and staff cultures? What modes of student collaboration and resistance enable an ethical response to the inequitable distribution of common rights at school? What concepts can be utilised beyond traditional concepts to better address gender inequalities in schooling? The book seeks to pose these critical questions and
through its contributions help rethink education and learning beyond the curriculum, and in a way that appeals both to modern schooling, and our popular imagination on education.

Emergent inequalities in gender are associated with the interpretation of gender identities as binary opposites. This book will present scholarly challenges to these binaries which continue to uncritically construct idealised femininities and masculinities as the only possibilities to enact gender, and as necessarily oppositional. In doing this, the book is
contributing to the discourse of, ‘deconstruction of binaries’, best understood through feminist scholarly research and theory (Kristeva 1981; Sedgwick, 2008; White et al, 2017; Youdell, 2006). Consequently, the book will develop its themes guided by some of the critical questions posed previously but with a focus on contemporary formations of gender identity.

In this way the book aims to illustrate how education is an important physical, material and ideological site for understanding and challenging stubborn gender inequalities. Contrary to postfeminist discourses that claim gender equity has been achieved and therefore feminism is redundant, the book positions itself within existing research outlining how gender issues and power cultures have in many cases changed from plain to more insidious inequalities (Ringrose and Epstein, 2015). The notion of education is also expanded in this book, with a focus on more alternative forms of education, such as, youth activisms, creative pedagogies and media research. The book will provide conceptual as well as pedagogical contributions which will help students and educators understand current debates and issues around gender, whilst also reflecting critically on the role of education in turbulent times.

Extended abstracts may be related to, but not necessarily limited to the following themes:

1. Feminist, material and affective ontologies in education
2. Heteronormative cultures in education
3. Innovative feminist pedagogies
4. Black feminisms in education
5. Gender activisms – case studies and empirical studies
6. Gender and sexual identities in education and schooling
7. Young people as agents of change
8. Acts of school feminisms
9. Gender and sexuality extra-curricular learning
10. Social media and digital activisms and education
11. Deconstructing institutional power relations
12. Problematising gender relations in education
13. New ontologies of gender and sexuality
14. Acts of school resistance as social justice
15. Repositioning extra-curricular learning in education
16. Emerging queer activisms in education
17. Theorisations against patriarchy in education

Extended abstracts of 700 to 1,000 words (inclusive of citations) are invited for selection; please email jbustillos-morales @ brookes.ac.uk to submit your abstract. Submissions should be made in Word format by 1st July 2022. Please ensure the document has the following details.

1. Title of chapter
2. Theme under which chapter is submitted
3. Name of author/s
4. Institutional affiliation
5. Email address – with designated corresponding author, if there are multiple authors
6. Brief Bio (max. 250 words)
7. Any other additional links or URLs relevant to authors’ bio and chapters (i.e social media
   campaigns, websites etc)

Suggested timeline:

• Call for Chapters submission: July 2022
• Acceptance of contributions: August 2022
• First submission of full chapters: February 2023
• Editor’s first feedback on full chapters: April 2023
• Reviewed chapters sent back to editor: June 2023
• Editor’s second feedback: July 2023
• Second submission of full chapters: September 2023
• Full manuscript sent to publisher: December 2023

Editor details:
Dr Jessie Bustillos Morales
Senior Lecturer in Education, Oxford Brookes University
orcid: https://orcid.org/0000-0002-3355-6617

CFP (Call for papers) SPECIAL ISSUE of the EUROPEAN EDUCATION RESEARCH JOURNAL

TITLE OF THE SPECIAL ISSUE: Intersectional approaches to educational research through a gendered lens

Guest Editors:

• Dr Victoria Showunmi University College London v.showunmi@ucl.ac.uk;
• Professor Andrea Abbas University of Bath A.Abbas@bath.ac.uk,
• Professor Carol A. Taylor University of Bath C.A.Taylor@bath.ac.uk

CONTACT PERSON: Dr Victoria Showunmi, v.showunmi@ucl.ac.uk

ABSTRACT OF THEME/TOPIC OF THE SPECIAL ISSUE:

This Special Issue of the European Educational Research Journal is led by EERA’s Gender and Education Network, and it is on the theme of gender, intersectionality and educational research, a topic which was a focus of the Network at the 2019 ECER annual conference.  It will feature papers from early career and established researchers. 

Race, class, and gender were once seen as separate issues for members of both dominant and subordinate groups. Scholars now generally agree that these issues along with ethnicity, nation, age and sexuality and how they intersect are integral to individuals’ positions in the social world (PH Collins 2006; Arrighi 2001; Collins 1993; Cuadraz, G. H., & Uttal, L. (1999).  Ore 2000; Rothman et al.2005; Weber 2004) Scholars using the intersectional approach will socially locate individuals in the context of their ‘real lives’ (Weber 2006). They also examine how both formal and informal systems of power are deployed, maintained, and reinforced through axes of race, class and gender (Collins 1998; Weber 2006). Research using the intersectional approach broadly extends across the humanities, social sciences, and natural sciences.

Understanding of the cumulative impact of structural inequalities arising from gender, race, class, disability and LGBTQI+, on educational institutions and student and staff participation, experience, and achievement within education, requires that intersectional perspectives are further developed (Fuller 2017, Showunmi 2017, Lumby 2011). Historically, critical researchers, especially feminist and race scholars, have decried the inability of the educational sector to challenge power hierarchies and undermine the dominance of white, masculine, heterosexual and ableist knowledges and practices. These  reproduce the negative intersecting effects of gender, race, class, ethnicity, disability and LGBTQI+ (hooks 1989; Abu-Lughud Soziologin 1991; Kandiyoti 2002; Narayan 1993; Skeggs 1997; Smith 2012).  However, there are a myriad of reasons why intersectional understandings have not successfully challenged the status quo.  Arguably we lack the core theories to enable us to engage with the complexity of dominant processes and develop effective transformational praxis relating to different forms of intersectionality (Abbas, Taylor and Amande-Escot, 2019). 

There are three  areas that are pertinent to transforming educational systems through intersectional approaches and where there are promising existing bodies of research to build on. They are relevant across Europe and to all educational sectors: from early years to all types of post-compulsory education. Firstly, in relation to exucational leadership, we need to increase the number of people with lived experience of combined intersectional inequalities at all levels of education. Senior positions are dominated by White men, and Black women have the lowest representation of any ethnic and gender group (Lumby 2011).   In addition, LGBTQI+ and people with disabilities are virtually invisible publically and in the research literature regarding leadership  (Leadership Foundation for Higher Education, 2017 Lee, 2020).  Secondly, a wealth of research suggests that pedagogies and curricula that are inclusive, inspiring, and representative of diverse students, their cultures, communities, and ways of knowing, are needed if future generations are to succeed in building equity from their intersecting identities and positionalities (Abbas, 2019).  Change and social justice cannot be achieved unless we understand how intersectional lenses can enrich and inform praxis. Finally, how do we understand and prevent the marginalisation of critical intersectional knowledges in research and teaching? It is important to focus inclusively on each marginalised group in the context of intersectionality. In the past, Black women, LGBTQI and those with disabilities, for example, have been neglected in relation to all of the fields we have identified.  

We would like to invite researchers, theorists and evidence-based practitioners to submit discursive papers that engage in issues regarding the development of   intersectional approaches. We are interested in papers that generate new analytical, critical and methodological perspectives. The aim is to highlight ways of combating the role of education in generating and increasing inequalities.

 The following themes are relevant:

• Exploring the combined effects of forms of inequality in education
• The role of curricula and pedagogies in challenging the dominance of whiteness, ableism, masculinity, cis-genderism and other structural inequalities
• The value of broader or narrower notions of intersectionality
• How insights into intersectionality can effectively tackle the marginalisation of critical and equalising knowledges within educational contexts
• Intersectional approaches to gender, race, disability, sexuality, socio-economic backgroundand leadership

EXPECTED DATE FOR SUBMISSION FIRST FULL DRAFTS: 

January 2022    

References

Abbas, A. (2019) ‘Tackling intersecting gender inequalities through disciplinary-based higher education curricula: A Bernsteinian approach’  in Taylor, Amade-Escot  and Abbas (eds) (2019)  Gender in Learning and Teaching: Feminist Dialogues Across International Boundaries. Routledge.

Abbas, A., Taylor, C. & Amade-Escot, C., 26 Apr 2019, Introduction: Debates across Anglophone and European Didactics traditions in Taylor, Amade-Escot and Abbas (eds)  Gender in Learning and Teaching: Feminist Dialogues Across International Boundaries. Routledge.

Arrighi, B. A. (Ed.). (2001). Understanding inequality: The intersection of race/ethnicity, class, and gender. Rowman & Littlefield.

Collins, P. H. (1993). The sexual politics of black womanhood. Violence against women: The bloody footprints, 85-104.

Collins, R. L. (1998). Social identity and HIV infection: The experiences of gay men living with HIV.

Collins, P. H. (2006). Sisters and brothers: Black feminists on womanism. The womanist reader, 57-67.

Cuadraz, G. H., & Uttal, L. (1999). Intersectionality and in-depth interviews: Methodological strategies for analyzing race, class, and gender. Race, Gender & Class, 156-186.

Fuller, K. (2017). Women secondary head teachers in England: Where are they now?. Management in Education, 31(2), 54-68.

Leadership Foundation for Higher Education (2017) Encouraging disabled leaders in higher education: recognising hidden talents, Stimlus Paper by Martin, N. https://openresearch.lsbu.ac.uk/download/f42d907f8b3ede580d56bd372faffc4d39e6c3e6c1f7201de41eff39c66ef761/707151/Encouraging-Disabled-Leaders-in-Higher-Education.pdf

Lee, C. (2020) Why LGBT teachers may make exceptional school leaders, Frontiers in Sociology, 5, 2,  https://doi.org/10.3389/fsoc.2020.00050.

Weber, L., & Fore, M. E. (2007). Race, ethnicity, and health: An intersectional approach. In Handbooks of the sociology of racial and ethnic relations (pp. 191-218). Springer, Boston, MA.

Ore, T. E., & Kurtz, P. (2000). The social construction of difference and inequality. Mayfield Publishing.

Rothman, S., Lichter, S. R., & Nevitte, N. (2005, March). Politics and professional advancement among college faculty. In The Forum (Vol. 3, No. 1, pp. 1-16).

Showunmi, V., & Kaparou, M. (2017). The challenge of leadership: ethnicity and gender among school leaders in England, Malaysia and Pakistan. In Cultures of Educational Leadership (pp. 95-119). Palgrave Macmillan, London.

Weber, L., & Fore, M. E. (2007). Race, ethnicity, and health: An intersectional approach. In Handbooks of the sociology of racial and ethnic relations (pp. 191-218). Springer, Boston, MA.

Thoughtful gatherings: gendering conferences as spaces of learning, knowledge production and community

Guest Editors

Emily F. Henderson, Warwick University

James Burford, Thammasat University

While conferences are a ubiquitous feature of academic work and represent a billion-dollar global industry, they rarely take centre stage in their own right as objects of educational inquiry. This is despite the fact that conferences, understood as spaces where learning can/should happen, can be subject to pedagogical analysis. This absence is consistent across explicitly feminist conferences, which is surprising given the decades of debate about feminist and gender pedagogy. Many questions remain about how delegates learn at conferences, the kinds of environments that support conference learning, and the pedagogical intentions of conference organisers and presenters.

Conferences are also important sites for knowledge dissemination and creation; ideas are developed and theoretical trends are set. Conferences are sites of embodied knowledge production, and as such academic hierarchies play out in full view. Furthermore, these questions are inflected by debates about situated knowledge production, and inequalities in global academia. Conferences often aim to be international in scope, but the travel that they require is exclusionary for a number of reasons—including border politics and boycotts, economic disparity, precarity, and caring responsibilities.

At conferences, collaborative relationships and friendships—and rivalries—develop. Yet analyses of the social, familial and sometimes erotic dimensions of conferences remains limited. Of particular relevance to the role of conferences in the development of feminist and gender research is the blurring of academic-activist boundaries. Yet where there is community, there are also issues of belonging, membership and exclusion. For example, how do conference spaces establish codes of in/appropriate gender presentation? How do conference spaces, particularly those held in the knowledge production ‘centre’ of the Global North, promote the inclusion of academic participants from the Global South?

The special issue explores the intersection between conferences, education and gender in relation to three key themes: (i) learning, (ii) knowledge and (iii) community, and is anticipated to appear in print in mid-2019. We hope the special issue is an exhortation to scholars in the field of gender and education and beyond to ‘gather their thoughts’ about conferences.

Please see the full Call for Papers here.

Abstracts are due by 5 February 2018. Please send abstracts and inquiries to Emily F. Henderson (e.henderson@warwick.ac.uk) and James Burford (jburford@tu.ac.th). Please note that selected authors will be invited, on the strength of their abstract, to submit a full-length manuscript by 2 April 2018. The guest editors are happy to discuss ideas prior to the deadline. We anticipate that the special issue will appear in print in mid-2019.

Thoughtful gatherings: gendering conferences as spaces of learning, knowledge production and community

Special Issue Guest Editors: Emily F. Henderson & James Burford

Conferences are an important but neglected research area. While they are a ubiquitous feature of academic work and represent a billion-dollar global industry, conferences rarely take centre stage in their own right as objects of inquiry (Henderson, 2015). There is a clear dearth of academic analysis of conferences in general, and gender, feminist and queer analysis in particular. Arguably this lacuna is due to widespread ambivalence about the value of conferences, a sentiment which is shared across formal and informal academic spaces alike. This special issue, anticipated to appear in print in mid-2019, is an exhortation to scholars in the field of gender and education and beyond to ‘gather their thoughts’ about conferences. The special issue explores the intersection between conferences, education and gender in relation to three key themes: (i) learning, (ii) knowledge and (iii) community. Contributions to the special issue should address the key themes in accordance with Gender and Education’s focus on international scholarship, which is especially pertinent given the role of conferences in uniting—and perpetuating the exclusion of—international scholarly communities.

Themes

(i) Learning

Conferences, understood as educational spaces where learning can/should happen, are rarely subjected to analyses of their pedagogical practice. This absence is consistent across explicitly feminist conferences (exceptions include Bell, 1987; Saul, 1992; Stanley, 1995), which is surprising given the decades of debate about feminist and gender pedagogy. Many questions remain about how delegates learn at conferences, the kinds of environments that support conference learning, and the pedagogical intentions of conference organisers and presenters.

Potential topics for this theme:

• Analyses of conferences as educational spaces, including posters, virtual conferences and social media use, which draw upon gender/queer/feminist theories.
• Analyses of the teaching and learning at explicitly gender/feminist-oriented conferences, including alternative conference pedagogies, trigger-warnings and no-platforming.
• Ways in which conference pedagogies contribute to in/accessibility for reasons of geopolitics or caring responsibilities, for example, and how conference pedagogy mediates the experiences of those who face exclusions/discrimination.
• Critical engagement with the pedagogy of informal conference spaces, including organised socials and entertainment, and the social/(un)professional learning which plays out at conferences.

(ii) Knowledge production

Conferences are important sites for knowledge dissemination and creation; ideas are developed and theoretical trends are set. Conferences are sites of embodied knowledge production, and as such academic hierarchies play out in full view (Lewis, 2013; Jones et al., 2014). Furthermore, these questions are inflected by debates about situated knowledge production, and inequalities in global academia. Conferences often aim to be international in scope, but the travel that they require is exclusionary for a number of reasons—including border politics and boycotts, economic disparity, precarity, and caring responsibilities. This theme addresses the production of knowledge about gender at conferences, and the gendered construct of knowledge producer.

Potential topics for this theme:

• Analyses of conference knowledge production, using gender, feminist and queer theoretical tools.
• Analyses of the reception of gender knowledge at conferences, including STEM conferences and conferences not designated as ‘gender’ conferences, and including historical accounts.
• Feminist-postcolonial and decolonial analyses of conferences, including questions of language, funding, boycotts and border politics, and ‘peripheral’ knowledge projects.
• Intersectional analyses of gendered knowledge producers/conference participants.
• Sexism, misogyny, sexual harassment and microaggressions at conferences (Shen, 2012).

(iii) Community

Historically, conferences have been important spaces for building feminist solidarity, friendship and careers. At conferences, collaborative relationships and friendships—and rivalries—develop; this theme invites analyses of the social, familial and sometimes erotic dimensions of conferences. Of particular relevance to the role of conferences in the development of feminist and gender research is the blurring of academic-activist boundaries. Yet where there is community, there are also issues of belonging, membership and exclusion (Hodge, 2014). This theme therefore also addresses the underside of conference communities. For example, how do conference spaces, and their use by delegates, establish codes of in/appropriate gender presentation? How do conference spaces, particularly those held in the knowledge production ‘centre’ of the Global North, promote the inclusion of academic participants from the Global South?

Potential topics for this theme:

• The role of conference communities in the development of the gender research field/s.
• The presence of activism, advocacy, and NGOs at gender and feminist academic conferences, and the role of gender academics in activist and civil society conferences.
• Conferences as spaces of collegiality, solidarity, community, friendship or kinship, including intergenerational considerations.
• The relationship between community and conference learning and knowledge production.
• Issues of belonging and membership—and exclusion, such as geographical location, precarity, and the experiences of doctoral, adjunct and early career researchers within conference communities.
• Inclusive conferencing practice and hospitality in relation to intersectionality and care.

Information for contributors

The special issue seeks a mixture of conceptual/theoretical and/or empirical papers. Papers which engage with methodological debates and challenges will be welcomed, as will uses of creative research strategies. We invite authors from across the globe to submit abstracts, and especially welcome proposals for contributions from underrepresented and marginalised groups.

All submission proposals should: demonstrate a focus on conferences; clearly address at least one of the three key themes; use theories/conceptual tools relating to gender, feminism and/or queer studies; appeal to an international audience; take an inclusive perspective in terms of intersectionality.

Proposals should be for original works not previously published (including in conference proceedings) that are not currently under consideration for another journal or edited collection. Formats for proposals include full-length papers (5000-8000 words) or ‘Viewpoint’ pieces (3000-5000 words). See the journal’s full Instructions for Authors here for further information.

Proposals should include:

• the article title
• an abstract of 350 words maximum (not including references)
• author name/s, affiliation/s and a contact email address.

Abstracts are due by 5 February 2018. Please send abstracts and inquiries to Emily F. Henderson (e.henderson@warwick.ac.uk) and James Burford (jburford@tu.ac.th). Please note that selected authors will be invited, on the strength of their abstract, to submit a full-length manuscript by 2 April 2018. The guest editors are happy to discuss ideas prior to the deadline. We anticipate that the special issue will appear in print in mid-2019.

References

Ahmed, S. (2012). On being included: Racism and diversity in institutional life. Durham: Duke University Press.

Bell, L. (1987). Hearing all our voices: Applications of feminist pedagogy to conferences, speeches and panel presentations. Women’s Studies Quarterly, 15(3-4), 74-80.

Henderson, E. F. (2015). Academic conferences: Representative and resistant sites for higher education research. Higher Education Research & Development, 34(5), 914-925.

Hodge, N. (2014). Unruly bodies at conference, Disability & Society, 29(4), 655-658.

Jones, T. M., Fanson, K. V., Lanfear, R., Symonds, M. R. E. and Higgie, M. (2014). ‘Gender differences in conference presentations: a consequence of self-selection?’. PeerJ, 1-15.

Lewis, G. (2013). ‘Unsafe Travel: Experiencing Intersectionality and Feminist Displacements’. Signs, 38 (4), 869-892.

Saul, J. (1992). Planning a women’s studies conference. Feminist Teacher, 7(1), 22-25.

Shen, H. (2012). Scientific groups revisit sexual harassment policies. Nature. doi:10.1038/nature.2015.18790

Stanley, J. (1995). ‘Pain(t) for healing: the academic conference and the classed/embodied self’. In V. Walsh and L. Morley (Eds), Feminist academics : creative agents for change (pp. 169-182). London: Taylor & Francis.

Picturing Care: Reframing Gender, Race and Educational Justice

Wendy Luttrell, Graduate Center City University of New York

Victoria Restler, Rhode Island College

Everyone knows that schools cannot function and children cannot learn without care.  And yet, this topic is marginalized, if not absent from debates about how contemporary educational policies fuel racial and economic inequality.  Public discussions and debates about why schools are “failing” do not explicitly address all the care dimensions of life that support young people’s growth, well being and schooling.  The intensification of neoliberal, market-logic educational policies are squeezing out investments in the care aspects of education so that the work of care is increasingly a private matter rather than a public good.  Still, parents, children and teachers persevere through care, which goes unseen. This Special Issue seeks to re-orient a vision of educational care.

We believe that insights drawn from visual and arts-based methodologies that have burgeoned across several disciplines (including anthropology, education, public health, psychology, and sociology to name a few) will enable such a re-visioning. In the context of high stakes school accountability and an ever-narrowing quantitative angle of vision on teaching and learning, multimodal and arts-based educational scholarship can provide tools for reframing educational discourses about how care works, what it looks like, how it is unequally distributed, what it means to those who do it, and the policies and cultural politics that shape all this.

This special issue explores the intersections of visual and arts based research with scholarship on educational care in/justice that intentionally broadens, if not takes issue with dominant white, Western, feminist frames. We hope that Picturing Care, will both challenge neoliberal frames for viewing and valuing educational practice and also offer new ways to image and imagine school life, work, care and creative resistance.

 

 

For decades now, there have been sustained calls within the academic field to engage in research that challenges dominant knowledge production processes (Abu-Lughud 1991; Narayan 1993; Smith 2012; Takayama 2011). Given that critical feminist research has had a long-standing goal of challenging the essentialism, power hierarchies, and concepts of difference embedded in the research process, the editors (Manion & Shah) of a special issue of Gender and Education—Decolonizing Gender and Education Research: Exploring the Relationship Between Feminist Research on Education and Decolonizing, Indigenous Knowledges and Cosmologies—aim to catalyze and illuminate research that challenges the knowledge production process from a range of feminist epistemological perspectives.

Several key debates in gender and education and feminist studies will be highlighted, including but not limited to how knowledge is produced, by who, on what topics, and for what purposes; the role and significance of intersectionality in feminist research and action in education; the politics of sameness and difference in education research and practice; and the opportunities and challenges associated with supporting and  engaging with boys and men in feminist efforts to promote and achieve social justice in and through education (e.g. men as producers of feminist knowledge; men as allies in feminist movements; and the significance of masculinities and femininities in terms of education policy and practice).

For more information on this special issue, including when and how to submit a proposal, please see here.