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Presenting research findings outside of the form of a traditional research report requires different modes of making and communicating. This paper offers an account of how The #FEAS Report, a satirical news video, was made to communicate the findings from interviews and a survey as part of the mixed-methods study, Sexism, Higher Education, and COVID-19: The Australian Perspective to a wider public. Three creative tactics for research communication were used: DIY aesthetics, humour, and situated bodies. These communication tactics enabled the researchers to think differently about what research findings mean, and how to articulate them in ways that are intelligible. The paper shows how these tactics worked to bring findings to audiences beyond the academy and ask audiences within the academy to think differently about research reporting and knowledge communication. The paper considers how performing research in this way generates different conversations that compliment those started by more common ways of presenting research findings, and most importantly, how crucial it is for feminist researchers to make space for the creative within contemporary higher education. [ABSTRACT FROM AUTHOR]

Thirty years after democracy in South Africa, the legacy of apartheid continues to affect Black and Brown1 bodies by excluding them from the ocean and other spaces through the legacies of racist laws which continue to bleed into the present. In this paper, I argue that strandlooping as a method of enquiry is key to understanding care for our hydrocommons. This methodology can also be considered to be a generative way of re-imagining and practicing higher education research and gender studies differently. Strandlooping as a lone, Brown woman along certain stretches of the coastline is unsafe, and this influences the way I work and whom I choose to walk with. I make use of African feminism, Indigenous knowledge and research-creation frameworks in the paper to enact theory-practice-praxis in creative and relational ways. The paper concludes with three suggested watermarks or propositions for strandlooping to encourage knowledge-making with humans and more-than-human entities. [ABSTRACT FROM AUTHOR]

Whilst research examining transgender identities within educational contexts in recent years has increased, there is limited research focused specifically on transgender and non-binary (TNB) experiences in Physical Education (PE). PE is a context where dominant gendered 'ideals' raise the potential for exclusion for those who do not 'fit'. This paper explores the reflective experiences of thirty TNB individuals (aged 18–25 years) and identifies the barriers to/facilitators of their participation in PE. It presents data collected from an online survey and semi-structured interviews with TNB young adults. Findings show that both the implicit and explicit curriculum are strongly binary, making it hard for students who do not conform to dualistic expectations to negotiate the setting. While these findings support the broader view that TNB young people can feel excluded from PE, there is much to learn from the participants' experiences. The paper closes by discussing the implications for shaping more inclusive practice. [ABSTRACT FROM AUTHOR]

Through the method of tracing-and-mapping, this paper traces the history of how menstruation has been conceptualized in English education policies since 1928, as well as how such conceptualizations have positioned young people. It explains how education policy in England has conceptualized menstruation as a (cis girls') biological process; a controllable problem; and a process that can be instructed on and learned. The paper unfolds how such conceptualizations positioned young people as passive non-agents. It also draws on feminist relational materialism, critical menstruation studies and childhood studies to experiment with different articulations of menstruation and agency. It concludes by reimagining menstruation education and young people's role in addressing menstrual stigma. [ABSTRACT FROM AUTHOR]

This paper focuses on school choice within the public school system in Queensland, Australia. While school choice has typically been framed as a logic of economic rationalism (for middle-class families), in this paper we use Ahmed’s concept of the cultural politics of emotion to describe a more complex dimension of choice through gendered community. We argue that mothers become responsibilized for school choice, and in the process become emotionally invested in school choosing. In managing their soft bodily desires and hard cognitive rationalities, they are responding to the emotional histories that stick to schools. The problem we frame through our empirical case is that there is a clash of cultures between the type of school mothers desire, and the reality of what schools are, and could ever be. This is the double-bind or ‘cruel optimism’ of mothering school-aged children. [ABSTRACT FROM AUTHOR]

The contemporary #MeToo moment has led to renewed concern about issues of masculinity and gender justice. This moment provides a strong warrant for critically analyzing different programmes for boys and men in relation to their capacity for gender transformation. This paper presents three such programmes located in Victoria (Australia) as case studies (1) an Activist Programme, (2) a Sports Programme, and (3) a Rites Programme. The paper highlights some of the possibilities and contentions for each programme in relation to their capacities for gender transformation through comparative analysis. The paper draws attention to the complexity and diversity of 'promising approaches' for effectively engaging boys and men in respectful masculinities. [ABSTRACT FROM AUTHOR]

This paper considers the construction of an 'ideal' level of female education in China by reflecting on the social phenomenon of 'leftover women', and the perpetuation of this stigma by both Chinese state media. It contributes an in-depth engagement with the educational dimensions of 'leftover women' through innovative discourse analysis that examines the content of one of the most popular Chinese dating shows in the last decade. This analysis reveals the role of 'experts' in preserving myths about being or becoming 'leftover', as well as the influence of family, in particular mothers, on young Chinese women's choices and self-perception. This paper argues that by attending to popular discourses and their reframing of older Chinese ideas, in particular, 'ignorance is women's virtue', we can offer qualitative insights to the relatively lower numbers of Chinese women at doctoral education levels. [ABSTRACT FROM AUTHOR]

This paper explores the career experiences of women academics at three South African universities. To understand the experiences of women academics, we conducted an intersectional interrogation of the politics and practices of belonging in departmental cultures. The sample consisted of thirty women academics whose interviews were analysed through a discursive thematic frame. We found that while all participants experienced gender-based discrimination which hinders academic progression, the barriers experienced by black women academics are compounded by the intersections of race, gender, and motherhood. Patriarchal and racist institutional, disciplinary and departmental cultures served as further challenges to belonging. On the other hand, through counter storytelling and refusal, women created alternative spaces of sociality where suffering co-exists with pleasure, refusal and survival. Ultimately, the paper suggests refusal as a generative theoretical lens to surface the complexity of women academics. [ABSTRACT FROM AUTHOR]

This paper gives an account of a series of three Zoom zine-making workshops run between March and July 2020 that were themed the political, the personal and the practical. A micro-reading of the zines is offered as data that mirror the aims of the workshops, to queer time by slowing down and creating a pause. The process of zine-making as feminist praxis is examined, and the zines themselves are discussed as data that reflect specific moments in time during the early phases of the pandemic. By inviting everyday feminist academic workers, from PhD candidates to professors to participate in a collective act of zine-making, this paper argues that a type of feminist work exists between academia and activism that subverts institutional definitions of productivity, collaboration and output. [ABSTRACT FROM AUTHOR]

Trans children have become more visible in primary schools in recent years. Arising from a qualitative study with twelve parents of trans children (aged 5–13) and six primary school educators in Ireland, this paper explores how trans children experience two very different forms of celebratory rituals that are entangled with life in primary schools: birthday celebrations and religious rituals. These rituals are experienced as moments of affectively intense rupture for trans children, moments that shunt the violence of the disciplinary framework of gender into view. Informed by theorizing on gender norms and affect, this paper makes visible the cruel conundrum of navigating a gender frame that acts violently but at the same provides the very terms through which trans identities can be asserted and apprehended. Ultimately, this paper provides an empirical illustration of the messiness of gender and argues for the necessity to complicate the framework of gender in primary schools. [ABSTRACT FROM AUTHOR]

Increasing rates of gender-based and sexual abuse, coupled with a rise in misogynistic influencers online, have become a growing issue in UK and Irish schools. This paper reports on the findings of a postlockdown study in England and Ireland that piloted workshops on gender-based and sexual violence. While most student responses were positive, we found that roughly 10% of girls and 20% of boys were resistant. In this paper, we explore these critical responses, focusing specifically on male resistance. Our findings indicate that new strategies, which avoid the concept of 'toxic masculinity', are needed to help boys move from defensive to empathetic engagements. We also find that the neoliberal, meritocratic ethos of many schools has fostered a problematic framing of gender-based violence as genderneutral. We conclude that it is vital to adopt an intersectional, whole-school approach to educating about sexual violence, which acknowledges male victimhood, while also emphasizing gendered privileges. [ABSTRACT FROM AUTHOR]

In this paper, we dwell amongst what was agitated from enacting Neimanis' (2012) hydrofeminism in an ‘aqueous-body–writing–reading’ experiment that unfolded in discrete but entangled locations (London and Cape Town) to actively disrupt and reformulate ideas about what it is to do scholarly work. We consider how we might dislodge anthropocentric ways of knowing, being and doing through our swimming–writing–reading. Aligned with emergent hydrofeminist scholarship, our unruly writing experiment has – over 7 months of alternating seasons on two continents – involved exchanging, diffracting and curating words that e/merge together. The multiple, interwoven stories told in this paper are a direct challenge to what and how knowledge gets produced, by whom, where and for what purposes. Working with wit(h)nessing; contact zones; and radical openness, our speculative, enmeshed, multispecies praxis offers glimpses into the possibilities that exist in porous spaces to generate knowledge differently in the spirit of hopeful renewal. [ABSTRACT FROM AUTHOR]

This paper develops and applies the emergent concept of institutional transphobia to explore the barriers to transgender research in early years education. It argues that institutional processes embed and disguise the logic of transphobia by drawing on dominant, taken-for-granted claims of the inappropriateness or irrelevance of gender-focused education interventions that challenge cis-normativity and heteronormativity. Drawing on the barriers and difficulties experienced through a PhD journey, the paper explores how institutional transphobia was evident in the seemingly neutral reasons for denying site access and ethics approvals, divergent institutional ethics requirements, the tensions between individual support and institutional processes, and the expectations on research higher degree students. The paper concludes that current processes and priorities must be challenged and replaced with an institutional mandate that explicitly values and welcomes transgender research as a priority. [ABSTRACT FROM AUTHOR]

There appears to be a globally unifying discourse that suggests Muslim communities are not supportive of girls' education12. This paper aims to destabilize such a discourse by inserting the narratives of Muslim parents pursuing girls' education in Assam's Nagaon district. By paying attention to the concepts of bhal suwali (good girlhood) and bhal ghor (good family) articulated by parents in my study, this paper connects the performances of certain types of gender practices with the pursuit of class aspirations. It shows that good girlhood works as symbolic capital that helps Muslim parents to culturally authorize their daughters as legitimate actors in the field of education, while legitimizing themselves as good family. This paper draws attention to three practices of respectable femininity through which good girlhoods are enacted in the field of education, namely: negotiating poverty respectably, prioritizing gendered discipline, and merging career aspirations with marital prospects. [ABSTRACT FROM AUTHOR]

This paper reflects on teaching a postgraduate degree which aims to support students to understand and challenge gender violence and contribute to gender justice. It explores three dilemmas: (i) epistemological – how to create a curriculum which embraces diverse knowledges and decentres perspectives which can produce violence; (ii) pedagogical – how to create a learning space which generates intersectional gender justice; (iii) ethical – how to engage with violence suffered by others – and selves – without propagating further harm. Exploring how the author navigates these dilemmas, the paper argues that teaching this degree entails more than developing students' theoretical knowledge and critical analysis skills. It requires providing opportunities for students to contribute to the degree and supporting them to build skills in self-reflection, empathetic communication and collective witnessing. It means making space for students to work through precarious moments and process their own encounters with gender injustice and violence. [ABSTRACT FROM AUTHOR]

This paper details the gendered oppressions of young female teachers in three elite boys' private schools in Australia. Drawing on Foucauldian analytics and the theory of practice architectures, we explore the discourses and practices that work together to silence and disempower female teachers in these schools. There is an unevenness in these accounts, as there are also female teachers in the study who appear to successfully circumnavigate these issues. However, this apparent wherewithal of some female teachers speaks to the internalisations of gender oppression as much as it does to the teachers' agency. This paper illuminates these gender oppressions, which are made possible because they remain hidden and unchallenged. The findings of this study raise thorny issues for school-based leadership, but also for educational policy-makers, because gender oppression is seemingly inextricable from the social practices that elite private boys' schools both advocate and rely on for positional advantage in schooling markets. [ABSTRACT FROM AUTHOR]

This paper implements a feminist new material lens to illuminate how the spaces and objects of play are actively involved in the enactment and normalisation of gender violence in kindergarten. Findings from data collected in two Canadian kindergartens show how the familiar and mundane spatial-material arrangements of play, namely the use of blocks, implicitly propagated hierarchal gender divisions in children's play and facilitated explicit acts of material violence by boys against girls. Drawing on Blaise's (Blaise, M. 2005. Playing it Straight: Uncovering Gender Discourses in the Early Childhood Classroom. New York: Routledge Taylor & Francis Group, Blaise, M. 2014. "Interfering with Gendered Development: A Timely Intervention." International Journal of Early Childhood 46: 317–326.) concept of post-developmentalism, the author concludes with a discussion on the possibilities of feminist new material frameworks in early learning and for re-thinking current play-based practices. [ABSTRACT FROM AUTHOR]

This paper presents a novel process perspective on educational equality policies by examining the relationship between gender equality discourses and gender binary inequalities in the deliberative design process of the Finnish Basic Education Core Curriculum 2014. The analysis applies Nancy Fraser's theory of three-dimensional justice to feedback comments (n = 73) and the equality statements included in the draft and final core curricula. The study demonstrates how gender equality discourses affirm or transform gender binary inequalities and how they changed statements between curriculum versions. The findings show that transforming gender binarism was possibly a challenge to promoting equality in the curriculum design process: No discourse alone was able to transform binarism, and only discourses affirming binarism changed the final curriculum. This paper argues that a combination of redistributive and recognitive equality discourses can contribute to the transformation of gender binarism to make it a core element of educational equality discourses. [ABSTRACT FROM AUTHOR]

This paper is a making, a cartography that maps gender equity policy in Australian education. I suggest that entrenched reductive sexist, racist, homo/transphobic and misogynistic practices have not significantly shifted materially since the implementation of inaugural gender equity programs in the 1970s, despite the investment of much money, research and purported policy changes. My cartography intentionally draws attention to how policy material impacts precarious bodies in education; those that remain firmly classified as girls and the intersecting disadvantages of students who identify as Black, Indigenous, people of color (BIPOC), gender diverse, and Lesbian, Gay, Bisexual, Transexual, Queer, Intersex (LGBTQI+). I propose that gender in/equity that continues to flourish in our schools is a consequence of an ongoing patriarchal heteronormative education policy that has efficiently removed gender from the equity equation. At present gender, inequity is hidden in plain sight and gender and sex-based violence and harassment remain rife in schools, covertly entangled in practices and processes. [ABSTRACT FROM AUTHOR]

This paper concerns physicality and the tendency to operate within bounds of familiar repertoires of embodiment. It questions the degree to which habitual ways in which we pose, repose, and action our bodies are authentic as opposed to constructed artifacts of our enculturation. With reference to notions of 'neutrality' as raised in Lecoq training and the Feldenkrais Method, this paper aims – though suggested autoethnographic exploratory practice – to bring awareness to habitual ways in which each of us embody gender. It highlights means by which educators can direct the focus of those with whom we work toward recognizing and deconstructing aspects of embodied gender behaviors that may be inherently, but not obviously, inequitable. Attending to these issues within spheres of education has the scope to safeguard the social and emotional well-being of those not inclined to embody in accordance with hegemonic gender norms and to broaden attitudes toward embodied expressive possibilities. [ABSTRACT FROM AUTHOR]

Qualitative researchers can discard data that are unsaturated or unrelated to research questions, but what do we do when these data affect us, or 'haunt' us, 'long after collecting "it"' (Taylor 2013, 691)? In this paper, we draw upon Sara Ahmed to guide our engagement with 'discarded data': young children's gendered accounts of violence that unexpectedly arose during interviews about rest-time and relaxation in childcare. We show what it feels like to be affected by children's accounts throughout the non-linear and zig-zagged 'data analysis' processes. Applying Ahmed's conceptualisation of power as 'directionality', we critique the power of qualitative research conventions to define our focus as researchers and pay attention to what children raise: how they are directed towards gendered futures. We find that, in children's accounts of violence, boys have more agency than girls as they participate in – and respond to – violence. [ABSTRACT FROM AUTHOR]

This writing is born out of our experiences of becoming older women, academy hags, facing the performative demands of the neoliberalizing patriarchal university. We are raging. With the figure of the Crone, and feminist-killjoy-croning as our creative and livid research method (Ahmed, S. 2023. Feminist Killjoy. London: Penguin Random House), we squeeze time out/with impossible university spaces and schedules to tend to grey matters. This paper traces the normalization of menopause policies in workplaces and universities, following the social trending and capitalization of menopausal and ageing matters. We question what menopause policies do and argue they constitute a failed project for the advancement of gender equality and should be abandoned. Inspired by Barad’s (2021. “Dialogue with Karen Barad Dialogues on Agential Realism.” In Dialogues on Agential Realism: Engaging in Worldings through Research Practice, edited by H. P. Juelskjær and A. W. Stine, 118–141. London: Taylor and Francis) call to engage in ‘spacetimemattering’, we create webs of entanglement through the objects of university menopause policies. We grey, fade out/ fit in, sweat, bleed, scowl. Powered by fury and frustration, we scrape away the genealogical underpinnings of menopausal bodyminds. [ABSTRACT FROM AUTHOR]

This paper focuses on the perspectives of adolescents attending a private Christian single-sex secondary school. The research literature into the impact of single-sex schooling upon learners, while plentiful, is equivocal and few scholars have delved into the views of adolescents in such contexts. To demonstrate their perspectives of single-sex schooling, the findings are represented as poetry clusters, grouped together to highlight the ways in which the adolescents teetered amongst competing views. Better understanding the related formative presence of societal messages and gendered expectations shaping single-sex learning environments offers possibilities for teachers to disrupt these norms. [ABSTRACT FROM AUTHOR]

Most secondary (high) schools in a broad range of jurisdictions internationally engage in various forms of high stakes, standardized assessment and related qualifications. In this paper, we interrogate how educational achievement regimes – especially via the reporting of curriculum and assessment ‘data’ – continue to mobilize particular gender norms. Drawing on Derrida’s notion of haunting we explore how such regimes impose and reinscribe stable and binary gendered patterning and create what Barad has named ‘entangled relationalities of inheritance’ [https://doi.org/10.3366/drt.2010.0206,] despite young people (and many schools) moving towards greater recognition of non-binary genders. Drawing on assessment data from Aotearoa New Zealand, we look at both generalized reporting of educational achievement data along the lines of ‘male’ and ‘female’ and on reporting of a single (historically gendered) curriculum subject – health education. We argue that such systems are ‘haunted’ by stable gender categorizations and hierarchies and we ask what this means for the reporting of educational assessment data and the erasure of identities that don’t align with the binary. [ABSTRACT FROM AUTHOR]

This article takes off from the tiny injuries that accumulate, calcify and shape our academic bodies and which live in university spaces and places. The paper moves analytically with the question: how may we insert our non-normative bodies into the material architectures, places and spaces of the university, and disrupt it by our very presence? Composed in post-authorship mode, we discuss the post-personal autoethnographies, research activations, their diffractive renditions and the speculative fabulations this question generated. Drawing theoretically on posthumanism/feminist new materialism, affirmative ethics and musings on bodily disposition, we propose the slow tempo of nonchalance as a theory-praxis. In telling it slant with side-curved head and curiosity, the article offers ways of imagining otherwise, making an appeal for the university to become a more capaciously hospitable place for bodies excluded by exceptionalist hu/Man/ism and extractive knowledge practices. [ABSTRACT FROM AUTHOR]

Over the last decades, ecofeminist thought has moved into a 'fourth stage critical ecofeminism' (Gaard 2017, xvi), based on an understanding that humans are unavoidably part of a multifaceted and interconnected global ecosystem. This paper suggests that ecofeminist theory and practice can now grow further into a fifth stage: an era of expanded intersectionality that moves beyond the dualisms and hegemonies of neo-liberal patriarchal and colonial capitalist structures that can limit ecofeminist theorizing and material practice. This fifth stage must be based on an amalgamation of engaged theory, education, and activism, grounded in ancient wisdom and with the understanding that all material-discursive phenomena are interconnected. For this next era of ecofeminism, the terms intraconnectivism and intraconnective education (Siegel 2022) are proposed. Intraconnectivism offers a bridge that connects past theoretical frameworks with ecofeminist presents. It can build a helpful theoretical pathway through and amongst the non-dualistic educational pedagogies that are needed at this time, as well as expand understanding of the role that gender and other identities can play in education. [ABSTRACT FROM AUTHOR]

This paper reflects on the ecofeminist educational implications of research findings about Australia's Knitting Nannas' Against Gas and Greed (a.k.a. The Nannas') experiences of peer-to-peer, environmental activist learning. Aspects of this unique and successful suite of informal learning practices devised by the Nannas guided by their Nannafesto, and named as Nannagogy, are drawn on to explore the matter of informal ecofeminist education with older women. Drawing on a materialist ecofeminist perspective and learning from older women's activism in overcoming ageist sexism, we argue for the recognition of an emergent learning space we call 'ecofeminist geragogy'. As women age, and the matters of climate disruption and species extinction grow ever more severe, informal learning for transformation (or otherwise) emerges as space rich for research investigation. [ABSTRACT FROM AUTHOR]

During South Africa's apartheid era, the social and political ideology of Afrikaner nationalism Othered those who disrupted an idealised vision of white heteronormative Afrikaner masculinity. While protections from discrimination on the basis of sexual orientation were enshrined in the post-apartheid constitution in 1996, anti-LGBTQ violence remains a reality. It is common for young LGBTQ individuals to exercise the personal freedoms associated with leaving home to attend university to express their sexual orientations and/or gender identities more readily. This paper applies interpretive phenomenology to interview data with members of the LGBTQ student community at a rural university town in an overwhelmingly white Afrikaans region. It explores the complex and ill-defined relationships between LGBTQ student experiences, local heteronormative values, and shifting institutional identities in an era of social transformation. [ABSTRACT FROM AUTHOR]

This paper discusses the possibilities of sound and sonic thinking as feminist pedagogical tools for self-reflexivity, reimagining, and communal awareness. The collaborative reflections of the facilitators of and two participants in the Gender and Sound course that took place within the body of Bilimler Köyü – an alternative educational initiative with a focus on transdisciplinary, collaborative, and ecologic learning – theoretically argue that sonic thinking opens space for the questioning of dominant cultural narratives, identities and structures, and for thinking about possible subject positions beyond those which are already established. Therefore sound, as an umbrella term for the auditory, constitutes technologies of the self that might have the ability to reconceptualize the self, agency and resistance. [ABSTRACT FROM AUTHOR]

By employing a Critical Discourse Analysis (CDA), this paper examines the issues of women's movement and empowerment by exploring the literacy practices of feminist activists. The narratives of literacy and its impact on women's empowerment have been dominated by economic approaches. Freire's notion of consciousness-raising has provided insight into the importance of women's agency and their ideological struggle in fighting patriarchal ideologies through critical literacy practices. By taking the case of Women's March Serang (WMS), we explore alternative stories of critical literacies and women's empowerment and argue that critical literacies serve as a valuable mediating tool by which the women's movement group could both transform themselves and engage in wider social activism. More specifically, WMS employs critical literacies to advocate gender equality and social inclusion in order to mobilize resources in a relatively patriarchal culture. From marching on the street to digital campaigns in social media, WMS has challenged the dominant discourse of functional literacy and women's empowerment and demonstrated the adaptability of critical literacy practices in ongoing ways to support social activism and advocacy. [ABSTRACT FROM AUTHOR]

The Saudi 2030 vision states it is committed to empowering women through education and employment, but the literature scarcely addresses their everyday realities. This paper utilises a critical realist perspective to examine the mechanisms emerging from the interplay of structural and cultural factors that impact women's empowerment concerning local realities in Saudi Arabia. Situated within a broader study, this research explores the qualitative element of women's work and education experiences by analysing policy documents and semi-structured interviews. The findings indicate that structure and culture have a diverse impact on education and employment, which may ultimately lead to disempowerment. [ABSTRACT FROM AUTHOR]

This paper explores women's experiences in academia through collective biography from a feminist, transdisciplinary, intersectional frame. Crosscutting disciplines, classifications, and subject positions, we use dialogue to explore the nuances of what it is to be a woman in academia, and the experiences of building and developing community as women. We draw on data from a fall 2020 focus group where we each were part of a course in designing qualitative inquiry, as well as our reflections, memos, and conversations in dialogues that followed. These dialogues are accentuated with footnotes that function as a concurrent playlist of research, art, and music reflecting women's lives and experiences. We use poetic transcription and audio poetry to offer the texture of our experiences, offering both methodological and empirical implications for studying and researching women's experiences in academia. [ABSTRACT FROM AUTHOR]

Universities are increasingly recognized as spaces and cultures where gendered and sexualized harassment is endemic. This article pays close attention to the manifestations of sexualized behaviours in a campus university in the UK, examining some of the ways in which formations of masculinity are encouraged and reproduced through university structures, processes and aesthetics. The discussion draws on data generated by a creative project utilizing film-based materials as a prompt for collaborative reflections. Bringing together staff and students from across the university in a creative space enabled diverse experiences to be shared and produced rich and detailed insights across disciplinary and generational differences. The paper argues that such creative interventions are a vital form of feminist pedagogy offering a powerful resource for future work in this increasingly urgent field of study. [ABSTRACT FROM AUTHOR]

This article explores the impact of sexual harassment on one teacher – the paper's author and, in doing so, opens up conversations about the micro-realities of gendered harassment in educational institutions. By using autoethnography as a method of inquiry and writing from the unique perspective of the survivor-researcher, the author sheds light on how sexual harassment is enacted through gendered language, the normalization of sexist practices, and power-relations in ways that inform whose voice is heard and whose gets silenced. By placing personal testimony and documentary evidence within a poststructuralist theoretical framework, feelings of powerlessness are merged with critical reflexivity and scholarly reflection to offer insights into the ways that institutional discourses and practices nurture and/or neuter individuals' efficacy and career potential. [ABSTRACT FROM AUTHOR]

Recent scholarship on universities explores how academics' families and partners restrict their careers and how academic labour limits these relationships, both in highly gendered ways. Such research less often considers how people's close relations might unevenly support them in continuously relocating; dedicating unpaid time to 'career development'; or taking on or influencing them to remain in short-term, poorly paid precarious roles. This paper explores precariously employed post-PhDs in Australia, investigating their gendered careers and personal lives. Drawing on interviews at three public universities, it shows how women with children and partners in particular raise concerns over how their relationships and work interact. Here, certain kinds of workers – men and single women, unencumbered by family responsibilities and restrictions on travel, and with access to financial resources – appear better able to navigate moves to more secure work. This paper argues that support from close relations is productive and restrictive for precarious academics' careers. [ABSTRACT FROM AUTHOR]

In the past few decades important work has been undertaken to unsettle essentialist conceptualisations of gender/sex in the early years workforce. Through an auto/ethnographic diffractive engagement that thinks with feminist 'new' materialist and postcolonial scholarships, this paper uncovers the need to move beyond an exclusive focus on diversifying the workforce by simply increasing the number of men. Moving beyond the narrow focus enables a richer and more expansive understanding of gender/sex that exposes colonialism and reveals everyday practices of early childhood educators to be shaped by place, space and matter. By attending to how matter matters in early years, child-sized chairs are used as a point of entry into this research inquiry to explore how gender/sex is produced through pastpresent, material-discursive-affective and more-than-human entanglements. The paper proposes that complicating understandings of gender/sex is important to decolonise early childhood spaces, and so hold space for the emergence of difference that is unmodulated by whiteness. Recognising the agentic potential of matter further opens up possibilities for that which is not yet, but available to us, to make life more thinkable in cis-white heteropatriarchy. [ABSTRACT FROM AUTHOR]

In this text, with an autobiographical methodology, we consider what it has meant for us to position ourselves as feminists in academia, inhabiting research lines and spaces in the field of Gender Studies. In our context, where universities are divided into teaching departments based on areas of knowledge, placing ourselves in a peripheral, subordinate field such as that which is termed Gender and/or Feminist Studies, as well as involving a dual task, this has positioned us at times as 'traitors' to our fields of knowledge. In this paper, we aim to go beyond analyses demonstrating the subordinate place women occupy in universities to explore how, although situating ourselves in this in–between place resulted in a dual task and has been a source of conflict, it has also been a space of escape (from the hierarchies which are the backbone of departments) and of oxygen (by enabling dialogue between knowledge and disciplines from our ethnographic perspective). [ABSTRACT FROM AUTHOR]

This paper is a response to multiculturalism's reductionist and othering constructions of Black presence in Canadian early childhood research and practice. We engage in possibilities for creating movement away from multiculturalism as the primary way of responding to anti-Blackness in Canadian early childhood education. We put forward orientations that emerge when we imagine the abolition of Canadian early childhood education pedagogies and curriculum that are shaped by neoliberal multiculturalism. We organize our abolitionist praxis in relation to what kinds of stories and modes of storytelling of Black life might be needed in early childhood education in Canada. We focus our attention on three interconnected pedagogical orientations: storying abolition geographies, storying Black ecologies, and storying Black aliveness. [ABSTRACT FROM AUTHOR]

The article announces calls for papers on decolonizing and feminist research in gender and education across a variety of fields, including comparative education, geography, cultural studies and anthropology.

Despite ongoing attempts to disrupt the white cis-hetero-masculine nature of the literary canon the secondary school English curriculum remains tethered to its lineage. In conversation with feminist new materialist scholars who argue that the stories we read and write have material affects on who we are becoming, this paper argues that in order to mobilise change in the secondary years of schooling, interventions into the canon must move beyond (re)forming text lists or providing teachers with readymade pedagogical resources. Drawing on the Australian context, the authors outline some of the contemporary challenges teachers face in diversifying and decolonising the curriculum. Drawing on their Literary Linking Methodology the authors discuss a pilot project that seeks to unsettle the canon by supporting teachers to undertake extended immersion with both contemporary literary texts and archival research. Accordingly, this paper contributes to understandings of the tensions and challenges teachers face in introducing contemporary Australian texts into the curriculum and offers insights into the ways in which professional learning might be (re)imagined so that English teachers might draw on available cultural resources as researchers and literary knowledge producers in the twenty-first century. [ABSTRACT FROM AUTHOR]

Adopting an auto/biographical approach, I discuss the impact my grandmother, Nana Elizabeth (Lizbet) Beyie had on the academic and career outcomes of myself and other female descendants. The paper begins with an exploration of Lizbet's biography and how she overcame struggles in terms of ensuring my mother's education in an era and context where female education was not prioritised. Following this, the paper moves to a focus on my continuation of Lizbet's legacy though my work in academia. I reflect on my career journey and positive and challenging experiences, as a Black female academic. I discuss the value of an auto/biographical approach to exploring these issues, since it enables reflections on the relationships between structural issues (e.g. racism/sexism; the education system; Ghanaian/British society) and personal experience/action as a result, not least our decision to help educate the next generations and allows for the voices of marginalised groups (including Black women) to be heard. [ABSTRACT FROM AUTHOR]

School operates as a space/place where girls must navigate and negotiate different aspects of their identities further adding to the complexities of Black girlhood. The scantiness of sociological scholarship surrounding Black girls from the Dutch West Indies elucidates this article's importance. I conducted audio- and video-recorded interviews with nine Afro-Caribbean girls ages 14–17 years old. The interviews were interpreted using an Afro-Caribbean transnational feminist framework which specifically centres the lives of the girls. Findings reveal that Afro-Caribbean girls navigate school by negotiating their decisions about their hair, appearance, and dress to resist heteronormative ideas in Sint Maarten. This paper is a part of a larger project where I examined how Afro-Caribbean girls from the island of Sint Maarten conceptualise what it means to be a girl and to understand how they narrate, navigate, and negotiate their girlhood experiences. [ABSTRACT FROM AUTHOR]

Retention rates for men in early childhood education and care (ECEC) are low. Exit is associated with experience of feeling 'other' perpetuated by judgements of men's sexuality, motives, and ability. In this paper, we take the unique circumstance of many men working together in ECEC to ask whether more men on staff improves experiences of inclusion. We analyse interviews with 10 men working in two Australian ECEC centres in which male educators comprise >20%, of the staff; ten times the international representation of men in the ECEC workforce. Our data identify a developmental process in which supports and mentorship, from female and male colleagues, are critical to retention early in career. Beyond, the building of a distinct male contribution underpins continuing career engagement. However, with the presence of more men new tensions emerge as the 'alien invader' becomes the face of the centre, potentially eclipsing the contribution of female colleagues. [ABSTRACT FROM AUTHOR]

This paper examines four interviews with student survivors about their experiences of reporting sexual harassment and violence to universities in the United States and England, and their experiences of how their universities protected the perpetrators. Interview participants revealed that their assailants were not held accountable because the university determined they were more valuable than the survivor, whether in terms of the role the assailant occupied or their potential to make an impact in their field. I analyse these instances by combining three theories to show both how power/value relations in the neoliberal university make certain people (in)dispensable, and how these power/value relations are enacted through power dynamics of speech and hearing to protect the more 'valuable' party in university sexual violence cases. The article concludes with possible recommendations for structural change. [ABSTRACT FROM AUTHOR]

High school policy debate is an academically rigourous and highly competitive US activity—elite debaters often go on to top universities and pursue successful careers. Access to the skills that debate teaches is invaluable for high schoolers, but these benefits are not equally accessible to all. As a historically male-dominated activity, the number of male debaters remains disproportionately high and the activity continues to be highly influenced by gender hierarchies. Through semi-structured interviews, this paper addresses the question: what makes high school policy debate a unique educational space for producing gender dynamics, and what are the impacts of those dynamics on debaters that identify as women? Our findings show that debate is a complex and contradictory space. While women in debate are disadvantaged by gender imbalance, implicit activity norms, and instances of objectification and sexual violence, the activity also arms students with tools to disrupt these gender hierarchies. [ABSTRACT FROM AUTHOR]

Over the past decades, research has documented how endemic racism, sexism, and ableism are in academia. Universities have complaint procedures to address these issues. Much research focuses on individual experiences of making a complaint and the institutional uptake of complaints and demonstrates how such ‘isms’ are located in the individual rather than in the institution. This paper instead scrutinizes how complaint procedures mask and reproduce the structures with which complaints are concerned resulting in the complaints’ limited transformative abilities. I demonstrate how complaint procedures only allow for treating complaints as isolated, singular and unusual events that require temporary solutions, which ensures that complaints and complaint work are peripheralized while the white patriarchal ableist core of universities remains intact. Complaints as efforts of inverting the white patriarchal university are too limited as they are quickly reverted. Hence, what is needed is more than a mere procedure but a total inversion of the institution to make difference fit which requires work that goes in and beyond one’s institution. [ABSTRACT FROM AUTHOR]

In this paper the author looks at the letters of two renowned women mathematicians and scientists of the Victorian period, Mary Somerville and Ada Lovelace, while also considering the imperceptibility of Sophie Germain, an important French mathematician and philosopher in their epistolary exchanges and philosophical writings. Drawing on the importance of mathematical correspondences and epistolary education in the creation, circulation and dissemination of knowledge, as well as in processes of formal and informal learning, the author argues that Lovelace’s and Somerville’s letters leave traces of a remarkable genealogical line of women’s mentorship and personal relations in the nineteenth century world of British mathematics in the backdrop of contradictory discourses around gender, mathematics, and science education. [ABSTRACT FROM AUTHOR]

In this paper I use a feminist corpomaterial lens to examine how students are shaped by and shape their education. The analysis, based on individual and group interviews with twelve student teachers, shows how intersectional somatic norms in teacher education produce situations where students feel forced to educate, inform and take responsibility for others’ learning when it comes to knowledge concerning their own identities and/or social justice issues. The educational assemblages examined impact both the education and participants. I discuss how the created concept of ‘becoming carving-bodies’ might enhance the understanding of student experiences. Becoming carving-bodies entails, for example, acts of caring for oneself and for others. However, it can also drain students’ energy and limit students’ chances of developing and learning. Furthermore, students may need to avoid appearing too emotional in order to be taken seriously. [ABSTRACT FROM AUTHOR]

In this paper, we seek to understand the complexity of women outside ‘the centre’ of scholarship by exploring women’s silences in an Iranian University. Building on a framework of external and internal silencing and positioning theory, we analyse in-depth interviews with 15 women and five men from an Iranian University. Using inductive and deductive approaches to data analysis, we find that women’s silences are influenced by their positioning due to constraining forces stemming from the political and societal environment as well as their own perceptions of self. We find prevalent storylines rooted in the broader patriarchal Muslim society, sexist cultural norms and unjust laws in Iran that reify women’s oppressed position, exclusion, and silence within the academic workplace. Manifesting through socialization processes and stereotypical perceptions of gender roles, these prevalent storylines silence academic women and position them to be silent. We identify emerging emancipatory storylines that foster women’s positioning from being silenced to being heard. [ABSTRACT FROM AUTHOR]

This paper reports on research examining how male pre-service primary school teachers negotiate masculinities during their time within majority-female spaces. Four white undergraduate pre-service teachers in the North of England, UK, who were training to teach children aged 5–11 years were recruited. Interviews took place pre-and-post their seven-week practicum within primary schools, relating to their experiences of masculinity within their course and practicum. Participants kept a solicited diary for the duration of the practicum. Using thematic analysis, we highlight how participants were both subject to and complicit in the (re)production of gendered stereotypes. Findings evidenced the participants' awareness of gendered assumptions placed upon them; however, this did not necessarily predicate their rejection of such positions, suggesting male and female teachers share responsibility for largely maintaining current hegemonic constructions of masculinities within schools. [ABSTRACT FROM AUTHOR]