Jón Ingvar Kjaran – författare

This book explores the narratives and experiences of LGBTQ+ and gender non-conforming students around the world. Much previous research has focused on homophobic/transphobic bullying and the negative consequences of expressing non-heterosexual and non-gender-conforming identities in school environments. To date, less attention has been paid to what may help LGBTQ+ students to experience school more positively, and relatively little has been done to compare research across the global contexts. This book addresses these research gaps by bringing together ongoing research from countries including Brazil, China, South Africa, the UK and many more. Each chapter examines results of empirical research into school experiences of LGBTQ+ students, and the experiences and perspectives of teachers and parents. All contributions are theoretically informed by aspects of queer theory and/or critical feminist theory, with additional insights from psychological, sociological and linguistic perspectives. Contributing chapters consider how educational workers may question socially sanctioned concepts of normality in relation to gender and sexuality in ways that benefit all students, and how they can ‘queer’ schools to make them less oppressive in terms of gender and sexuality.Expertly written and researched, this book is an invaluable resource for researchers, policymakers and students in the fields of education, sociology, gender studies and anyone with an interest in gender and sexuality studies.

This book draws on ethnographic data and interviews with LGBTQ students in high schools across the country and reveals that, although Nordic countries are sometimes portrayed as queer utopias, the school system in Iceland has a long road ahead in making schools more inclusive for all students.

This book explores the narratives and experiences of LGBTQ+ and gender non-conforming students around the world. Much previous research has focused on homophobic/transphobic bullying and the negative consequences of expressing non-heterosexual and non-gender-conforming identities in school environments. To date, less attention has been paid to what may help LGBTQ+ students to experience school more positively, and relatively little has been done to compare research across the global contexts. This book addresses these research gaps by bringing together ongoing research from countries including Brazil, China, South Africa, the UK and many more. Each chapter examines results of empirical research into school experiences of LGBTQ+ students, and the experiences and perspectives of teachers and parents. All contributions are theoretically informed by aspects of queer theory and/or critical feminist theory, with additional insights from psychological, sociological and linguistic perspectives. Contributing chapters consider how educational workers may question socially sanctioned concepts of normality in relation to gender and sexuality in ways that benefit all students, and how they can ‘queer’ schools to make them less oppressive in terms of gender and sexuality.Expertly written and researched, this book is an invaluable resource for researchers, policymakers and students in the fields of education, sociology, gender studies and anyone with an interest in gender and sexuality studies.

Drawing on ethnographic encounters with self-identified gay men in Iran, this book explores the construction, enactment, and veiling and unveiling of gay identity and same-sex desire in the capital city of Tehran.

Drawing on ethnographic encounters with self-identified gay men in Iran, this book explores the construction, enactment, and veiling and unveiling of gay identity and same-sex desire in the capital city of Tehran.

This book brings together leading scholars researching the field of gender, sexuality, schooling, queer activism, and social movements within different cultural contexts.

This book brings together leading scholars researching the field of gender, sexuality, schooling, queer activism, and social movements within different cultural contexts.

This book examines queer activism and queer social movements (QSMs) in Indonesia and Malaysia, broadly engaging with these topics on three different levels: macro (global and national discourses), meso (organizational level – activities), and micro (individual – the activist). The micro level perspective allows for moving beyond the “traditional” political movement paradigm by understanding activism in Foucauldian terms as the ethics of the self (Foucault, 1984). In other words, the queer subject is seen as an active agent in taking care of the self by queering/resisting gender norms as well as heteronormative practices and regimes in their social environment through embodiment and actions. This kind of ethical being has the potential to build support and community between and amongst individuals.

This book examines queer activism and queer social movements (QSMs) in Indonesia and Malaysia, broadly engaging with these topics on three different levels: macro (global and national discourses), meso (organizational level – activities), and micro (individual – the activist). The micro level perspective allows for moving beyond the “traditional” political movement paradigm by understanding activism in Foucauldian terms as the ethics of the self (Foucault, 1984). In other words, the queer subject is seen as an active agent in taking care of the self by queering/resisting gender norms as well as heteronormative practices and regimes in their social environment through embodiment and actions. This kind of ethical being has the potential to build support and community between and amongst individuals.