Books in the Palgrave Studies in Gender and Education series

This book highlights the catalytic role of workers' education in mobilizing political activism and women's involvement in labour struggles and politics.

This book examines young trans and gender diverse Australians¿ views of school-based sex education. The analysis is informed by a queer epistemology that acknowledges the systematic and institutional erasure of trans subjectivities through highly medicalised systems of categorisation. Drawing on primary qualitative data, the author emphasises the accounts of trans and gender diverse young people as they relate to sex education at school, and how they undertake informal learning about sex, gender and identity in other areas of their lives.Ultimately, the book problematises the assumption that the sex education classroom is the most appropriate vehicle for social justice education in relation to queer issues. Queer issues and sex education tend to be packaged together discursively, deliberately or by association in dominant media narratives. However, this discourse constrains queer identities to the realm of sex and health, and therefore does not engage with the social citizenship of queer people. Further, this limits the capacity of schools and teachers to meaningfully explore diversity in the classroom, as sex education is front-and-centre in the so called ¿culture wars¿ about gender, sexuality, youth and schools.

Written collaboratively as international, interdisciplinary and intergenerational collectives, the editors and contributors use various ways of understanding 'motherhood' to draw attention to - and disrupt - the masculine structures currently defining women's lives and work in the academy.

This book explores the place of sexuality in a Hungarian vocational school. The author critically discusses key issues concerning schooling and sexuality, addressing such themes as LGBTQ+ youth and teachers, institutional hierarchy, and the role of sexuality in the re/production of social inequalities through education.

This book showcases and celebrates the work of Gender and Sexuality Education scholars in order to challenge current negative interpretations of the field, and work towards new shared visions.

Written collaboratively as international, interdisciplinary and intergenerational collectives, the editors and contributors use various ways of understanding 'motherhood' to draw attention to - and disrupt - the masculine structures currently defining women's lives and work in the academy.

This book examines the current interest in recruiting and supporting more men in the early childhood education workforce.

This book showcases and celebrates the work of Gender and Sexuality Education scholars in order to challenge current negative interpretations of the field, and work towards new shared visions.

The editors and contributors cut across institutions, cultures and continents to seek to understand how women navigate the gendered process of becoming a professor, with each chapter applying a different theoretical or methodological approach to her experience.

The book will be of interest and value to students and scholars of mature-age male students, and aspirations and motivations within higher education more generally.

This book offers a provocative sociological examination of masculinity, class and music education within the context of a unique and fascinating culture: the classical musical world of choirboys.

This book explores contemporary issues in sexuality and relationship education for young people.

This book examines the current interest in recruiting and supporting more men in the early childhood education workforce.

This book presents the research journey involved in sensitively unearthing and re-presenting the lived experience of women casual academics. The book situates the felt human and post-human experience/s of narrative research alongside the philosophical and theoretical research practices encountered in an arts-informed narrative research project.

A call for action against the propagation of sexism and gender disadvantage in the academy, this important book will appeal to students and scholars of sexism in higher education as well as all those committed to working towards gender e/quality.

Based on an eight-year longitudinal study of girls in three primary schools and two secondary schools which differed in levels of attainment, the book examines the girls' initial aspirations, decision-making, and later achievements when in post-compulsory education.

Why are there so few women vice chancellors in UK higher education? In this book, Paula Burkinshaw explores the contemporary conversation around the 'missing women at the top' across UK society through in-depth interviews with the (hitherto) silent voices of women vice chancellors.

This book reframes gender and education issues from a feminist and capabilities perspective through a multi-generational study of women as teachers. It explores how different understandings of gender, equality and education generate a variety of approaches with which to pursue gender equality in education.

This book highlights the difficulties that women working as managers and leaders in initial teacher education face. Whereas many women are moving into positions of authority in teacher training, some existing women managers are being marginalized within new internally differentiated layers of managerial structures.

Many girls develop a sense of themselves through close connection with friendship groups but schooling processes typically require them to adopt the position of competitors in the end-of-school rankings and to act out their individualized positions in imagining themselves into the future.

We Only Talk Feminist Here draws upon interviews and conversations with feminist academics in Australia to demonstrate the performative and discursive moves feminist academics make in order to be heard and effect change to the gendered status quo in Australian higher education.

This book investigates the reasons why the traditional psychological understanding of bullying fails those affected, and deconstructs how bullying is shaped by prominent discourse.

Drawing on a small sample of young men attending either a selective grammar or a secondary school in the same urban area of Belfast, the author demonstrates that contrary to popular belief, some working-class boys are engaged with education, are motivated to succeed and have high aspirations.

Why do girls study art and why do girls become primary teachers? This book examines and reveals the powerful influence of the family, the school and the state in shaping female identity and constructing notions of gender appropriateness. It also discusses the status of art at school and the position of women artists in society.

What do we mean when we talk about 'queer teachers'? The authors here grapple with what it means to be sexually or gender diverse and to work as a school teacher within four national contexts: Australia, Ireland, the UK and the USA. This new volume offers academics, educators and students a provocative exploration of this pivotal topic.

When addressed in its full reactive potential, gender has a tendency to unfix the reassuring certainties of education and academia. Gender pedagogy unfolds as an account of teaching gender learning that is rooted in Derrida's concept of the 'trace', reflecting the unfixing properties of gender and even shaking up academic knowledge production.

This book highlights the experiences of feminist early career researchers and teachers from an international perspective in an increasingly neoliberal academy.

This Handbook serves as a starting point for critical analysis and discourse about the status of women in outdoor learning environments (OLEs).

Drawing on international perspectives from a range of academic disciplines, it asks whether feminist spaces can offer freedom or flight from the corporatized and commercialized neoliberal university. How are expectations, entitlements and burdens felt in inhabiting feminist positions and what of 'bad feeling' or 'unhappiness' amongst feminists?

Drawing on international perspectives from a range of academic disciplines, it asks whether feminist spaces can offer freedom or flight from the corporatized and commercialized neoliberal university. How are expectations, entitlements and burdens felt in inhabiting feminist positions and what of 'bad feeling' or 'unhappiness' amongst feminists?