Acknowledgements Introduction: Reading Queer Studies and/in Education: International Contexts and Perspectives Nelson M. Rodriguez, Robert C. Mizzi, Louisa Allen, and Rob Cover Chapter 1: Space, Place, and Queerness: The University of the West Indies, Mona Campus>' Queer Zoning Adwoa Onuora and Nadeen Spence Chapter 2: A Queer Sexuality Education: The Possibilities and Impossibilities of Knowing Naomi Rudoe Chapter 3: Rupturing the 'Cul-de-Sac': Queer(y)ing Graduate Education Studies James Burford and Genine Hook Chapter 4: Racism, Heteronormativity, and Educational Assemblage in Germany María do Mar Castro Varela and Yener Bayramoglu Chapter 5: Queered Failure and Management Education Nick Rumens Chapter 6: Navigating Personal and Professional Identities in the Higher Education Workplace: A Facilitated Autoethnography Craig M. McGill, Tonette S. Rocco, Joshua C. Collins, Lorenzo Bowman, Rod P. Githens, Holly M. Hutchins, Nathan Victoria, Saul Carliner, Gisela P. Vega, Julie Gedro, and Thomas Nechodomu Chapter 7: Shifting the Gaze: A Decolonial Queer Analysis of Photographs of the Canadian Indian Residential Schools Spy Dénommé-Welch and Robert C. Mizzi Chapter 8: "No Queers, No Marching Bands": Schools, Social Recognition, and Gender Visibility on the Brazil-Bolivia Border Tiago Duque and Gustavo Moura Chapter 9: Timely Interventions: Queer Activist Early Childhood Teaching in Aotearoa New Zealand Alexandra C. Gunn Chapter 10: Beyond 'Abstinence-Only': The U.S. Christian Right's 'Pro-Family' Countermovement against Comprehensive Sexuality Education and Sexual and Reproductive Rights in Eastern and Southern Africa Finn Reygan and Haley McEwen Chapter 11: Queering School Sport and Physical Education Richard Pringle and Dillon Landi Chapter 12: Queer Screen Pedagogies: Australian Queer Audiences and the Educational Value of LGBTQ Film and Television Stories Rob Cover Chapter 13: The Possibilities and Futurities of LGBTQ Youth: Thinking from a Queer of Color Critique in Educational Research Andrea Vasquez and Cindy Cruz Chapter 14: An Assimilation or Transgression of 'Normativities': A Qualitative Sociological Exploration of the Experiences of Gay and Lesbian Students at a South African University Tshanduko Tshilongo and Jacques Rothmann Chapter 15: Norm-Critical Pedagogy as Femo- and Homonationalism: Perspectives on Norm Critique in Swedish Research, Activism, and Educational Practice Eva Reimers Chapter 16: 'The Only Orange Park Bench': Using Photo-Elicitation to Explore Campus Experiences of LGBTIQA+ Students John Fenaughty, Lucy Cowie, and Louisa Allen Chapter 17: Trans Children in Primary Schools: Thinking Queerly About Happiness and Time Aoife Neary Chapter 18: Queer Love and Education Nelson M. Rodriguez and William F. Pinar Index

This book takes us on a fascinating journey across various countries, shedding light on queer perspectives in education. It engages with the potential of queer as a critical approach to foster just and ethical relations in education. Each chapter in the book provides direction for further possibilities and alternate ways of imagining education for a queer-to-come future. It is essential reading for academics and students working to end heteropatriarchal dominance and oppression and provides fresh insights for this endeavor.

"This book takes us on a fascinating journey across various countries, shedding light on queer perspectives in education. It engages with the potential of queer as a critical approach to foster just and ethical relations in education. Each chapter in the book provides direction for further possibilities and alternate ways of imagining education for a queer-to-come future. It is essential reading for academics and students working to end heteropatriarchal dominance and oppression and provides fresh insights for this endeavor." -- Deevia Bhana, University of KwaZulu-Natal, South Africa "Advocates and activists focused on inclusion and accommodation of sexual and gender differences in schooling, teacher education, and other educational domains will find this eclectic edited book useful to build knowledge and understanding of queer and trans identities and issues in racial and other intersections and in global contexts. In doing so, this book places student integrity and agency at the heart of education." -- André P. Grace, University of Alberta, Edmonton, Canada "Queer Studies and Education: An International Reader showcases the rich pathways through which queer studies in education is currently travelling - regionally, theoretically, and practically. The collection is deliberately future oriented; readers who engage this text will be inspired to take queer studies elsewhere. It will stimulate thinking and debate among undergraduates and postgraduate students across diverse disciplines and country contexts." -- Mary Lou Rasmussen, Australian National University, Canberra, Australia "Melding queer with education, this collection of essays unsettles heteronormative assumptions in education, addresses racism and racialization processes within institutions, and presents limitations in queer pedagogy. This reader underscores the need to examine queerness and education continuously in an era where neoliberal regimes, homophobia and queer visibility collide, pointing to a critical assessment of pedagogical practices and curriculum, queer or not. Queer Studies and Education is a must-read book and an urgent theoretical intervention that is international in scope, global in reach and timely in its subject matter." -- Denise Tse-Shang Tang, Lingnan University, Hong Kong

Nelson M. Rodriguez is Associate Professor of Women's, Gender, and Sexuality Studies at The College of New Jersey, where he serves as Coordinator of the Sexuality and Queer Studies Program. His scholarship spans the fields of queer and gender studies, Foucault studies, critical pedagogy and cultural studies, and education. His recent publications include Michel Foucault and Sexualities and Genders in Education: Friendship as Ascesis (with David Lee Carlson, 2019); Queer Pedagogies: Theory, Praxis, Politics (with Cris Mayo, 2019); Critical Concepts in Queer Studies and Education: An International Guide for the Twenty- First Century (with Wayne J. Martino, Jennifer C. Ingrey, and Edward Brockenbrough, 2016); Educators Queering Academia: Critical Memoirs (with sj Miller, 2016); Queer Masculinities: A Critical Reader in Education (with John C. Landreau, 2012); and Queering Straight Teachers: Discourse and Identity in Education (with William F. Pinar, 2007). Robert C. Mizzi is the Canada Research Chair in Queer, Community, and Diversity Education and Associate Professor in the Faculty of Education at the University of Manitoba, Canada. He has over 200 publications and presentations, including articles published in the Journal of Homosexuality and the Journal of Studies in International Education. He has also published five books, with the most recent being the Handbook of Adult and Continuing Education in 2020. He is President Emeritus of the Canadian Association of Adult Education and is Editor Emeritus of the Canadian Journal for the Study of Adult Education. Robert has been inducted into the International Adult and Continuing Education Hall of Fame and the Royal Society of Canada (College of New Scholars). Louisa Allen is a Professor in the Faculty of Education and Social Work at the University of Auckland. Her scholarship spans the areas of gender, sexualities, sexuality, reproduction, and education. This work is informed by queer theory, feminist new materialism, feminist philosophy and sensory studies. To explore these areas, she employs innovative research methodologies such as visual and more recently sensory methods, including soundwalks and smellwalks. With her colleague Professor Mary Lou Rasmussen, she is currently Editor-in-Chief of the first Encyclopedia of Sexuality Education. Her most recent project is a Marsden Grant with Professor Katrina Roen, which explores experiences of shame and silence for intersex young people. In 2021, she published a sole-authored book, Breathing Life Into Sexuality Education, which disrupts existing ideas about the nature and purpose of this curriculum. It employs scholarship from disparate disciplinary fields, including feminist philosophy, education, sound studies, geography, and anthropology to imagine the possibilities of a sensuous sexuality education pedagogy. Rob Cover is Professor of Digital Communication at RMIT University, Australia. He is Chief Investigator on an Australian Research Council Discovery project investigating the pedagogies of gender and sexual di­versity in Australian screen media and on an ARC Linkage studying the well-being aspects of gender- and sexually diverse migration. The author of seven books and over 100 journal articles and chapters, his recent books include Queer Youth Suicide, Culture and Identity: Unliveable Lives? (2016); Digital Identities: Creating and Communicating the Online Self (2016); Flirting in the Era of #MeToo (with A. Bartlett and K. Clarke, 2019); Emergent Identities: New Sexualities, Gender and Relationships in a Digital Era (2019); and Fake News in Digital Cultures (with J. Thompson and A. Haw, 2022).

Selling point: Presents a cross-section of international perspectives on queer studies and education Selling point: Engages with heteronormativity and normativity across a broad range of contexts of education Selling point: Contributes to ongoing discussions about queer diversity and inclusion in educational settings