Drawing on feminist and critical theories of politics and emotions, this paper attends to the hegemony of Social Emotional Learning (SEL) for multiply-marginalized students and explores what exemplary Young Adult (YA) novels can teach scholars, educators, and students about the productive use of anger in the face of injustice. Two acclaimed young…

More progress is needed to achieve equity in racial and gender representation in the push to diversify the physical sciences. In order to continue moving towards representation and equity, there is a need for more analytic tools that can help us understand where we are and how we got here. This may also enable meaningful systemic change. In this…

In the contemporary world, very diverse voices and narratives have punctured the cultural canon of universal Western rationality (an enlightened, modern, racist, classist and patriarchal rationality), as well as question the androcentric and sexist norms of language. Through the emergence of new political subjects and languages that embody…

In response to the recent special call in "To Improve the Academy," we offer the following collaborative essay that describes how feminism is our characterizing perspective on educational development. The essay details various, interrelated facets of feminism that inform our work in the field: gender, intersectionality, power, privilege,…

The paper marks the growth of interest in transgender rights and argues for the value of transgender awareness as a challenge to gender binary thinking. It identifies early years education as a powerful site for a focus on gender non-conformity and aims to draw together theoretical and practical forms of support for the EYE staff who respond to…

The article examines if and how gender diversity and queer are present in the policies guiding Finnish art education and how these documents might influence praxis. The authors explore relations between policy and practice through a close study and analysis of the Finnish national core curriculum for basic education as it relates to the broader…

This article investigates how feminist pedagogy and poststructuralist theory can inform both teacher and student in the teaching and learning of gender in relation to teacher education. With reference to the author's own experience of teaching student teachers in early childhood education the article attempts to unravel the complex interface…

Analyzing how some names grant and reinforce power while others deny it serves a central role in understanding and ultimately challenging systemic inequalities. Yet, when left unquestioned, the ways in which social justice advocates use names can have detrimental effects. The work of various poststructuralist authors illuminates the problems and…

The project of social justice in education, or maybe any education, involves ideological shifts. These shifts include profound changes to the self. One way that ideological beliefs change is through a process of identification, which occurs on conscious and unconscious levels. As we build our identities through identification, the incorporation of…

This paper draws attention to gendered inequalities in relation to pedagogic participation, the politics of difference and the concept of "shame." I use the term "pedagogic participation" to illuminate the relationship between formations of difference, policy concerns to improve "equity" and higher education…

The ways in which both postfeminism and neoliberalism contest the legitimacy of traditional feminist dogma, which is to say second-wave principles and practices, becomes particularly acute in the classroom. Feminist pedagogies have largely been predicated on two socio-political givens that postfeminist and neoliberal logics disallow: (1) that…

This paper examines narrative methodologies as one approach to exploring issues of gender, education and social justice and, particularly, insights into "undoing gender". It furthermore examines the possibilities of exploring gender and its multiple intersections in a range of global and policy contexts through the use of personal…

Adolescents often bring popular culture into school, but often these literacies are not embraced or taught in the English classroom. The author makes the case for using "Glee" in the classroom by demonstrating its persuasive power to disrupt heteronormative notions of gender and sexuality with teens. The author uses a feminist rhetorical…