Joseph R. Jones, PhD, is Professor of Education and Department Head at Valdosta State University, USA. He received the 2017 Stonewall Service Award from the Conference of College Composition and Communication and the National Council of Teachers of English (NCTE). Grounded in the philosophical frameworks of Michel Foucault, his research examines the ways in which systemic ideologies and institutional structures produce, normalize, and perpetuate educational inequities.

• 1. Whitewashed Sameness: The Lived Experience of a Queer Educator 2. The World We Build for Them: Reflections of a Queer Teacher 3. The Closet, the Classroom, and Beyond: A Queer University Chaplain Reflects 4. LGBTQ+ Youth Experiences in Education: What It Means to be Queer 5. The Experiences and Perceptions of Harassment and Discrimination of LGBTQ+ Youth in High Schools 6. Beyond Heteronormativity: Building Inclusive Learning Environments for LGBTQ+ Students in P-12 Schools 7. From Library Board to School Board: How White Christian Nationalist Discourse Shapes Educational Spaces for LGBTQ+ Youth 8. The Pedagogy of Power: Christian Nationalism’s Influence on LGBTQ+ Identities in the P–12 Schooling Process 9. Where Is My Safe Space?: LGBTQ+ Educators’ Perceptions of School Climate 10. Navigating Discrimination: The Story of Lucy, a Trans Woman in Early Childhood Education Conclusion

Joseph R. Jones, PhD, is Professor of Education and Department Head at Valdosta State University, USA. He received the 2017 Stonewall Service Award from the Conference of College Composition and Communication and the National Council of Teachers of English (NCTE). Grounded in the philosophical frameworks of Michel Foucault, his research examines the ways in which systemic ideologies and institutional structures produce, normalize, and perpetuate educational inequities.

• 1. Whitewashed Sameness: The Lived Experience of a Queer Educator 2. The World We Build for Them: Reflections of a Queer Teacher 3. The Closet, the Classroom, and Beyond: A Queer University Chaplain Reflects 4. LGBTQ+ Youth Experiences in Education: What It Means to be Queer 5. The Experiences and Perceptions of Harassment and Discrimination of LGBTQ+ Youth in High Schools 6. Beyond Heteronormativity: Building Inclusive Learning Environments for LGBTQ+ Students in P-12 Schools 7. From Library Board to School Board: How White Christian Nationalist Discourse Shapes Educational Spaces for LGBTQ+ Youth 8. The Pedagogy of Power: Christian Nationalism’s Influence on LGBTQ+ Identities in the P–12 Schooling Process 9. Where Is My Safe Space?: LGBTQ+ Educators’ Perceptions of School Climate 10. Navigating Discrimination: The Story of Lucy, a Trans Woman in Early Childhood Education Conclusion

Joseph R. Jones, PhD, is Professor of Education and Department Head at Valdosta State University, USA. He received the 2017 Stonewall Service Award from the Conference of College Composition and Communication and the National Council of Teachers of English (NCTE). Grounded in the philosophical frameworks of Michel Foucault, his research examines the ways in which systemic ideologies and institutional structures produce, normalize, and perpetuate educational inequities.

• 1. Whitewashed Sameness: The Lived Experience of a Queer Educator 2. The World We Build for Them: Reflections of a Queer Teacher 3. The Closet, the Classroom, and Beyond: A Queer University Chaplain Reflects 4. LGBTQ+ Youth Experiences in Education: What It Means to be Queer 5. The Experiences and Perceptions of Harassment and Discrimination of LGBTQ+ Youth in High Schools 6. Beyond Heteronormativity: Building Inclusive Learning Environments for LGBTQ+ Students in P-12 Schools 7. From Library Board to School Board: How White Christian Nationalist Discourse Shapes Educational Spaces for LGBTQ+ Youth 8. The Pedagogy of Power: Christian Nationalism’s Influence on LGBTQ+ Identities in the P–12 Schooling Process 9. Where Is My Safe Space?: LGBTQ+ Educators’ Perceptions of School Climate 10. Navigating Discrimination: The Story of Lucy, a Trans Woman in Early Childhood Education Conclusion