1st Edition
Gender Un/Bound Traversing Educational Possibilities
This collection is focused on the possibilities for unbinding people from gendered expectations in and around educational spaces, and accounts for the ways gender is reconstituted in and through education.
This book presents a broad interpretation of gender, of what education might mean, and where educational experiences manifest. It explores more conventional schooling spaces to communally generated inclusive spaces, families and marginalised sites where gender is realised and contested. Alongside more familiar framings, the book incorporates decolonial and Indigenous contestations, theoretical innovations and methodological experiments that pry open the ways that gender binds and limits individuals. The chapters are organised in smaller conceptual clusters, offering multiple and overlapping reading paths according to the interests of the reader. A mapping of clusters and potential reading paths is included at the opening of the book, designed for instructors to expand course content.
Written to enrich reading for preservice teacher education students and to challenge researchers, postgraduate and doctoral candidates, this book provides essential new perspectives on gender, education, and the various ways in which they are un/bound together and apart.
Introduction: Routes, tools and coalitions for un/binding gender
1. The Future is Fungal? Unboxing gender and sexuality in the ‘lower plants’ collections
2. Transmogrifying blocks: Endarkening gender in nursery encounters
3. Messy matters: Disturbing the forces of constraining masculinities with/in creative praxis
4. Transmaterial walking with student video dartaphact: A diffractive encounter with gender matterings of school spaces
5. ‘Oh, my gosh! Everybody just chill a little bit!’: Unbinding gender justice in the senior Literature classroom
6. Nine Hauntings, or “colonisation really was a good thing”: A critical Indigiqueercrip retrospective on colonial gender in the New Zealand schooling system
7. ‘Not just a tick on a form’: Working towards gender justice in secondary schools
8. Underneath the black feathers: Creatively unboXing the more-than of gender identity
9. “We’re so outside normal, we’ve become normal”: Examining nuances of the visibility continuum for trans parents
10. Constructing Tunay na Lalaki/True Manhood as Elite Manhood through Philippine Universities
11. Un/binding the ruins of Academia: Tales from compostings (with) Gender and other ruinous concepts
12. HERE THERE AGAIN: Sexisms Everyday Spaces within Australian Universities
13. The idiot box: Alternative world-making pedagogies in Pinky Malinky’s unserious content
14. Rural girls and small acts of resistance: Friendship, identities, futures
15. Gender as immanence: hauntings, polyphonic subjectivity and resistance in education
16. The Gift of Gender Inheritance – A Shared Response-ability
17. Mana Tamaiti: Un/binding Gender, Sexuality and Reproductive Autonomy with Mātauranga Māori and Intergenerational Dialogue
18. Un/binding gender in preschool: Gender expansion work in early years education
19. Renegotiating the ‘Asian woman’ in Education: Three Lives
20. Slippery solidarity: Feminists researching about gender justice with elite boys’ school alumni
21. Epistemic injustice as a framework for exploring young women’s experiences of the incarceration/education nexus
22. Exploring possibilities for gender to become otherwise: what do child-snail relations make possible?
Biography
Susanne Gannon is Professor of Education and Associate Dean Research at Western Sydney University, Australia. She researches equity issues in education, including gender, poverty, and diversity in secondary schooling. Her interests lie in post-methodologies that animate affect, materiality and discourse in everyday life. She is a previous Editor of Gender & Education.
Ampersand Pasley is a Marsden research fellow and lecturer at Waipapa Taumata Rau, Aotearoa New Zealand. They lecture on gender and sexuality, coloniality, disability, and education. Their research explores the possibilities of whole-school sexuality education if it were reimagined around the interests of trans and irawhiti takatāpui young people.
Jayne Osgood is Professor of Childhood at Middlesex University. Her feminist approach is framed by critical posthumanism and a deep commitment to addressing inequities of all kinds through teaching, research, and knowledge exchange. She has written extensively in the post-foundational paradigm with over 100 publications. She is Editor of Reconceptualizing Educational Research Methodology and until recently Editor of Gender & Education. She edits three book series that bring research and practice together.
