Carol A. Taylor is Professor of Higher Education and Gender, and Director of Research (Department of Education) at the University of Bath. Carol’s research focuses on the entangled relations of knowledge–power–gender–space–ethics, and utilises feminist, new materialist and posthumanist theories and methodologies to explore gendered inequalities, spatial practices and staff and students’ participation in a range of higher education sites. Her latest co-edited books are Posthumanism and Higher Education: Reimagining Pedagogy, Practice and Research (2019, with A. Bayley), and Gender in Learning and Teaching: Feminist Dialogues across International Boundaries (2019, with A. Abbas and C. Amade-Escot). Carol is co-editor of the journal Gender and Education and serves on the Editorial Boards of Teaching in Higher Education and Critical Studies in Teaching and Learning. Carol’s work is widely published in international journals.Christina Hughes is Professor of Women and Gender Studies and has worked at the Universities of Warwick, Sheffield Hallam and Kent. She is a Visiting Professor at the University of Coventry. Her research career began with a participant observation study of stepfamilies and has included issues related to employment, career and education. She also has longstanding interests in research methodologies. Her edited books include Researching Gender (2013), Posthuman Research Practices in Education (2016, with Carol A. Taylor), and International Perspectives of Learning Gain (2020, with Malcolm Tight).Jasmine B. Ulmer, PhD, is Assistant Professor at Wayne State University in Detroit. Within the College of Education, she teaches and directs the doctoral track in qualitative inquiry. Her programme of research develops inclusive inquiry methodologies and pedagogies. She locates her work at the intersection of qualitative inquiry and visual communications, aiming to foster a more diverse, inclusive, peaceful world. Prior to entering post-secondary education, she served as an instructional coach, National Board Certified Teacher, and classroom policy fellow at the United States Department of Education. She has been recognised with the Early Career Award from the measurement and research division of the American Educational Research Association. She has also been a Wayne State University Humanities Center Faculty Fellow and Visiting Scholar at Ghent University in Belgium.

• 1.Introduction 2.Walking as trans(disciplinary)mattering: A speculative musing on acts of feminist indiscipline 3.Critical disability studies and the problem of method 4.Historical interludes: The productive uncertainty of feminist transdisciplinarity 5.Powerful dressing: Artfully challenging sexism in the academy 6.Listening to water: Situated dialogues between Black, Indigenous and Black-Indigenous feminisms 7.The bathroom polemic: Addressing the ethical and political significance of transgender informed epistemologies for feminist transdisciplinary inquiry 8.Performance practice and eco-feminism: A diffractive approach for a transdisciplinary pedagogy 9.Living in the hyphens: Between a here, a there, and an elsewhere 10.Caster Semenya: The surveillance of sportswomen’s bodies, feminism and transdisciplinary research 11.Womanist and Chicana/Latina feminist methodologies: Contemplations on the spiritual dimensions of research 12.Hear me roar: Sound feminisms and qualitative methodologies 13.Inter(r)uptions: Reimagining dialogue, justice, and healing 14.Moving with the folds of time and place: exploring gut reactions in speculative transdisciplinary research with teen girls’ in a post-industrial community 15.Transition states: Chemistry educators engaging with and being challenged by matter, materiality and what may come to be 16.Embodying critical arts-based research: Complicating thought/thot leaders through transdisciplinary discourse 17.(Un)disciplined: What is the terrain of my thinking? 18.Sex: A transdisciplinary concept 19.Conclusion: The rusty futures of transdisciplinary feminism

Carol A. Taylor is Professor of Higher Education and Gender, and Director of Research (Department of Education) at the University of Bath. Carol’s research focuses on the entangled relations of knowledge–power–gender–space–ethics, and utilises feminist, new materialist and posthumanist theories and methodologies to explore gendered inequalities, spatial practices and staff and students’ participation in a range of higher education sites. Her latest co-edited books are Posthumanism and Higher Education: Reimagining Pedagogy, Practice and Research (2019, with A. Bayley), and Gender in Learning and Teaching: Feminist Dialogues across International Boundaries (2019, with A. Abbas and C. Amade-Escot). Carol is co-editor of the journal Gender and Education and serves on the Editorial Boards of Teaching in Higher Education and Critical Studies in Teaching and Learning. Carol’s work is widely published in international journals.Christina Hughes is Professor of Women and Gender Studies and has worked at the Universities of Warwick, Sheffield Hallam and Kent. She is a Visiting Professor at the University of Coventry. Her research career began with a participant observation study of stepfamilies and has included issues related to employment, career and education. She also has longstanding interests in research methodologies. Her edited books include Researching Gender (2013), Posthuman Research Practices in Education (2016, with Carol A. Taylor), and International Perspectives of Learning Gain (2020, with Malcolm Tight).Jasmine B. Ulmer, PhD, is Assistant Professor at Wayne State University in Detroit. Within the College of Education, she teaches and directs the doctoral track in qualitative inquiry. Her programme of research develops inclusive inquiry methodologies and pedagogies. She locates her work at the intersection of qualitative inquiry and visual communications, aiming to foster a more diverse, inclusive, peaceful world. Prior to entering post-secondary education, she served as an instructional coach, National Board Certified Teacher, and classroom policy fellow at the United States Department of Education. She has been recognised with the Early Career Award from the measurement and research division of the American Educational Research Association. She has also been a Wayne State University Humanities Center Faculty Fellow and Visiting Scholar at Ghent University in Belgium.

• 1.Introduction 2.Walking as trans(disciplinary)mattering: A speculative musing on acts of feminist indiscipline 3.Critical disability studies and the problem of method 4.Historical interludes: The productive uncertainty of feminist transdisciplinarity 5.Powerful dressing: Artfully challenging sexism in the academy 6.Listening to water: Situated dialogues between Black, Indigenous and Black-Indigenous feminisms 7.The bathroom polemic: Addressing the ethical and political significance of transgender informed epistemologies for feminist transdisciplinary inquiry 8.Performance practice and eco-feminism: A diffractive approach for a transdisciplinary pedagogy 9.Living in the hyphens: Between a here, a there, and an elsewhere 10.Caster Semenya: The surveillance of sportswomen’s bodies, feminism and transdisciplinary research 11.Womanist and Chicana/Latina feminist methodologies: Contemplations on the spiritual dimensions of research 12.Hear me roar: Sound feminisms and qualitative methodologies 13.Inter(r)uptions: Reimagining dialogue, justice, and healing 14.Moving with the folds of time and place: exploring gut reactions in speculative transdisciplinary research with teen girls’ in a post-industrial community 15.Transition states: Chemistry educators engaging with and being challenged by matter, materiality and what may come to be 16.Embodying critical arts-based research: Complicating thought/thot leaders through transdisciplinary discourse 17.(Un)disciplined: What is the terrain of my thinking? 18.Sex: A transdisciplinary concept 19.Conclusion: The rusty futures of transdisciplinary feminism

Carol A. Taylor is Professor of Higher Education and Gender, and Director of Research (Department of Education) at the University of Bath. Carol’s research focuses on the entangled relations of knowledge–power–gender–space–ethics, and utilises feminist, new materialist and posthumanist theories and methodologies to explore gendered inequalities, spatial practices and staff and students’ participation in a range of higher education sites. Her latest co-edited books are Posthumanism and Higher Education: Reimagining Pedagogy, Practice and Research (2019, with A. Bayley), and Gender in Learning and Teaching: Feminist Dialogues across International Boundaries (2019, with A. Abbas and C. Amade-Escot). Carol is co-editor of the journal Gender and Education and serves on the Editorial Boards of Teaching in Higher Education and Critical Studies in Teaching and Learning. Carol’s work is widely published in international journals.Christina Hughes is Professor of Women and Gender Studies and has worked at the Universities of Warwick, Sheffield Hallam and Kent. She is a Visiting Professor at the University of Coventry. Her research career began with a participant observation study of stepfamilies and has included issues related to employment, career and education. She also has longstanding interests in research methodologies. Her edited books include Researching Gender (2013), Posthuman Research Practices in Education (2016, with Carol A. Taylor), and International Perspectives of Learning Gain (2020, with Malcolm Tight).Jasmine B. Ulmer, PhD, is Assistant Professor at Wayne State University in Detroit. Within the College of Education, she teaches and directs the doctoral track in qualitative inquiry. Her programme of research develops inclusive inquiry methodologies and pedagogies. She locates her work at the intersection of qualitative inquiry and visual communications, aiming to foster a more diverse, inclusive, peaceful world. Prior to entering post-secondary education, she served as an instructional coach, National Board Certified Teacher, and classroom policy fellow at the United States Department of Education. She has been recognised with the Early Career Award from the measurement and research division of the American Educational Research Association. She has also been a Wayne State University Humanities Center Faculty Fellow and Visiting Scholar at Ghent University in Belgium.

• 1.Introduction 2.Walking as trans(disciplinary)mattering: A speculative musing on acts of feminist indiscipline 3.Critical disability studies and the problem of method 4.Historical interludes: The productive uncertainty of feminist transdisciplinarity 5.Powerful dressing: Artfully challenging sexism in the academy 6.Listening to water: Situated dialogues between Black, Indigenous and Black-Indigenous feminisms 7.The bathroom polemic: Addressing the ethical and political significance of transgender informed epistemologies for feminist transdisciplinary inquiry 8.Performance practice and eco-feminism: A diffractive approach for a transdisciplinary pedagogy 9.Living in the hyphens: Between a here, a there, and an elsewhere 10.Caster Semenya: The surveillance of sportswomen’s bodies, feminism and transdisciplinary research 11.Womanist and Chicana/Latina feminist methodologies: Contemplations on the spiritual dimensions of research 12.Hear me roar: Sound feminisms and qualitative methodologies 13.Inter(r)uptions: Reimagining dialogue, justice, and healing 14.Moving with the folds of time and place: exploring gut reactions in speculative transdisciplinary research with teen girls’ in a post-industrial community 15.Transition states: Chemistry educators engaging with and being challenged by matter, materiality and what may come to be 16.Embodying critical arts-based research: Complicating thought/thot leaders through transdisciplinary discourse 17.(Un)disciplined: What is the terrain of my thinking? 18.Sex: A transdisciplinary concept 19.Conclusion: The rusty futures of transdisciplinary feminism