Cris Mayo – författare

Offering an examination of educational approaches to promote justice, this volume demonstrates the necessity for keeping race, ethnicity, class, language, and other diversities at the core of pedagogical strategies and theories that address queer, trans, gender nonbinary and related issues.Queer theory, trans theory, and intersectional theory have all sought to describe, create, and foster a sense of complex subjectivity and community, insisting on relationality and complexity as concepts and communities shift and change. Each theory has addressed exclusions from dominant practices and encouraged a sense of connection across struggles. This collection brings these crucial theories together to inform pedagogies across a wide array of contexts of formal education and community-based educational settings. Seeking to push at the edges of how we teach and learn across subjectivities and communities, authors in this volume show that theories inform practice and practice informs theory—but this takes careful attention, reflexivity, and commitment. This scholarly text will be of great interest to graduate and postgraduate students, academics, teachers, libraries and policy makers in the field of Gender and Sexuality in Education, LGBTQ studies, Multicultural Education and Sociology of Education.

Sexuality remains a hotly debated subject, nowhere more so than in education. This perceptive and balanced book shows that discussions of sexuality and schooling can be simultaneously polarizing and democratizing. Disputing the Subject of Sex examines controversies over sex, AIDS, and gay-inclusive multicultural education, which offer especially fruitful opportunities to explore the claims of various identities, the social aims of public schools, and the relation between schools and the publics they serve. These controversies help to show the kind of confused tumble of discourses, seemingly nonsensical policy decisions, and student resistances that are born of arguments over sexuality and community membership. In part, disputes over sexuality are driven by conservative and anti-pluralist agendas that help communities draw strong lines around themselves in an effort to stave off what they perceive as threatening shifts in gender and sexual identity. However, these disputes are also democratizing, allowing a variety of constituents to argue their case in the public sphere. Rather than choosing between one of these two positions, this book uses case studies, interviews with queer youth, and analysis of curricular texts to help readers understand how power dynamics play out in educational controversies and how they can guide us to new ideas about students' abilities to learn and relate ethically to one another about the subject of sex.

This second edition is essential reading for educators and other school community members who are navigating the increasingly complicated laws and legal rulings related to LGBTQ students, employees, and community members. It combines historical, contemporary, theoretical, and practical information to help educators address exclusionary practices in schools related to gender identity, sexuality, racism, sexism, and other forms of bias that shape student experiences. To enable educators to better understand their obligations to students in relation to policy, staff training, daily school climate, pedagogy, and curriculum, the author has extensively revised this popular text to include updated information on the impact of same-sex marriage legalization and increasing federal recognition of transgender student rights. And because the legal terrain regarding transgender youth has been especially volatile, Mayo provides strategies educators can use to maintain ethical trans-inclusive teaching, even when local regulations appear to impede transgender inclusivity.Book Features:An examination of the pedagogical, curricular, and policy changes that can improve school experiences for LGBTQ (lesbian, gay, bisexual, transgender, queer) and ally students.A new chapter on gender identity and transgender, nonbinary, and gender expansive student experiences.Current policy and legal information, data, and justification for LGBTQ-equitable and inclusive teaching.

This second edition is essential reading for educators and other school community members who are navigating the increasingly complicated laws and legal rulings related to LGBTQ students, employees, and community members. It combines historical, contemporary, theoretical, and practical information to help educators address exclusionary practices in schools related to gender identity, sexuality, racism, sexism, and other forms of bias that shape student experiences. To enable educators to better understand their obligations to students in relation to policy, staff training, daily school climate, pedagogy, and curriculum, the author has extensively revised this popular text to include updated information on the impact of same-sex marriage legalization and increasing federal recognition of transgender student rights. And because the legal terrain regarding transgender youth has been especially volatile, Mayo provides strategies educators can use to maintain ethical trans-inclusive teaching, even when local regulations appear to impede transgender inclusivity.Book Features:An examination of the pedagogical, curricular, and policy changes that can improve school experiences for LGBTQ (lesbian, gay, bisexual, transgender, queer) and ally students.A new chapter on gender identity and transgender, nonbinary, and gender expansive student experiences.Current policy and legal information, data, and justification for LGBTQ-equitable and inclusive teaching.

Offering an examination of educational approaches to promote justice, this volume demonstrates the necessity for keeping race, ethnicity, class, language, and other diversities at the core of pedagogical strategies and theories that address queer, trans, gender nonbinary and related issues.Queer theory, trans theory, and intersectional theory have all sought to describe, create, and foster a sense of complex subjectivity and community, insisting on relationality and complexity as concepts and communities shift and change. Each theory has addressed exclusions from dominant practices and encouraged a sense of connection across struggles. This collection brings these crucial theories together to inform pedagogies across a wide array of contexts of formal education and community-based educational settings. Seeking to push at the edges of how we teach and learn across subjectivities and communities, authors in this volume show that theories inform practice and practice informs theory—but this takes careful attention, reflexivity, and commitment. This scholarly text will be of great interest to graduate and postgraduate students, academics, teachers, libraries and policy makers in the field of Gender and Sexuality in Education, LGBTQ studies, Multicultural Education and Sociology of Education.

These associations provide us with a way to think about intersectionality and tense encounters as spaces of possibility for new kinds of action, new kinds of learning, and newly emergent subjectivities.

We all encounter others whose gender identities differ from our own, whether it is in the classroom, in public, in the media or online. For many, there is anxiety about which words to use in conversation and sometimes people keep quiet so as to not offend someone whose gender identity may not be readily discernible, when in actuality, what they desire is to understand, learn, and interact. This book offers practical research-based strategies for expanding personal, social and political awareness about gender-identity privileges - helping the reader to work through fears and unpack ingrained communication patterns and language. In order to better understand the ever-evolving landscape of gender identity the authors provide historical and political background for the transgender movement and consider how issues of age, culture, race, social class, media, celebrity and religion affect transgender identities. The book includes a glossary of key terms, a foreword from leading transgender rights activist, Jamison Green, and an afterword by Meredith Talusan, Contributing Editor at them. Written for educators and individuals committed to learning about changes and shifts in gender identities, this book gives grounded, real-time, practical and solution-oriented ideas and language about how to be a better communicator, listener and responder to trans and non-binary gender identities.

We all encounter others whose gender identities differ from our own, whether it is in the classroom, in public, in the media or online. For many, there is anxiety about which words to use in conversation and sometimes people keep quiet so as to not offend someone whose gender identity may not be readily discernible, when in actuality, what they desire is to understand, learn, and interact. This book offers practical research-based strategies for expanding personal, social and political awareness about gender-identity privileges - helping the reader to work through fears and unpack ingrained communication patterns and language. In order to better understand the ever-evolving landscape of gender identity the authors provide historical and political background for the transgender movement and consider how issues of age, culture, race, social class, media, celebrity and religion affect transgender identities. The book includes a glossary of key terms, a foreword from leading transgender rights activist, Jamison Green, and an afterword by Meredith Talusan, Contributing Editor at them. Written for educators and individuals committed to learning about changes and shifts in gender identities, this book gives grounded, real-time, practical and solution-oriented ideas and language about how to be a better communicator, listener and responder to trans and non-binary gender identities.