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.
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.
