Special Edition: Futures and Fractures in Feminist & Queer Education

Editors

Prof Yvette Taylor, Professor of Education, University of Strathclyde yvette.taylor@strath.ac.uk

Dr Maddie Breeze, Lecturer Public Sociology, Queen Margaret University mbreeze@qmu.ac.uk


Rationale

This special edition aims to further understandings of social change in (higher) education, how this is marked by gender and its intersections with sexuality, ‘race’, and class, across disciplines, in feminist and queer activist work, at the levels of educational subjectivities, educational labour, and educational institutions in international social, political, and economic context. The Issue foregrounds questions of the future of education and asks ‘What feminist and queer educational futures might be claimed amidst increasing economic pressures, cultures of competitiveness and entrenched educational inequalities?’ ‘What kinds of educational practices, policies, and politics are needed to build feminist and queer education?’ Crucially, a conceptual focus on ‘futures’ allows the Special Issue to explore continuities, blockages, and ruptures across generations of feminist and queer work and activism in education, re-thinking the lineage, heritage, genealogy, and futurity of gender and education.

The issue brings a range of related topics in the field of education together into interdisciplinary conversation, including: emancipatory, anti-oppressive, and empowering women’s education; gender equality in education and educational policy; gender research in the context of economic crises and ‘austerity’ policy; LGBTQ students, heteronormativity, and hegemonic masculinity in educational institutions; queering education; ‘race’ and racism in education; the reproduction of feminist and queer pedagogical practice; the relationship between activist and academic identities in contexts of higher education institutions characterized by managerial and ‘entrepreneurial’ cultures of intensified workloads and productivity, in which ‘diversity’ and ‘inequality’ become metrics of marketable institutional differentiation; the in/visibility of unpaid social, emotional, and scholarly labour that proliferates therein, the emotional landscapes of exhaustion, depression, and alienation associated with this context, and the consequences for feminist and queer educational practitioners working for more just educational futures.

The scope of the Special Issue therefore stretches to include contemporary debates in fields of education, sociology, and social policy on access, participation, diversity, and stratification in (higher) education and academic labour, and global shifts in the funding structure and governance of higher education. The Special Issue will further long standing debates on the disciplinary boundaries of feminist, queer, women’s and gender studies, emerging debates on decolonizing curricula, and on the gendered, sexualized, racialized, and classed character of educational identities, labour, and institutions themselves. These wide-ranging concerns are bought into a focused synthesis in the editors’ framing questions on the future of feminist and queer educational work, and the work of building feminist and queer educational futures.

 

Editorial Criteria
Papers submitted to the Special Issue will be evaluated according to the following criteria:

  • Originality and rigour of (theoretical and/or empirical) contribution to scholarly debates on the future of feminist and queer educational praxis.
  • Relevance and accessibility to educational practitioners, activists, and academics working in related fields.
  • Papers with elements of methodological and theoretical innovation (particularly as this pertains to furthering critical understanding educational futures) will be positively evaluated.

Please link to Author Guidelines for further information on how to submit a paper.

 


ISSN: ISSN 2398-5836