Although many schools and educational systems, from elementary to
tertiary level, state that they endorse anti-homophobic policies,
pedagogies and programs, there appears to be an absence of
education about, and affirmation of, bisexuality and minimal
specific attention paid to bi-phobia. Bisexuality appears to be
falling into the gap between the binary of heterosexuality and
homosexuality that informs anti-homophobic policies, programs, and
practices in schools initiatives such as health education,
sexuality education, and student welfare. These erasures and
exclusions leave bisexual students, family members and educators
feeling silenced and invisibilized within school communities. Also
absent is attention to intersectionality, or how indigeneity,
gender, class, ethnicity, rurality and age interweave with
bisexuality. Indeed, as much research has shown, erasure,
exclusion, and the absence of intersectionality have been
considered major factors in bisexual young people, family members
and educators in school communities experiencing worse mental,
emotional, sexual and social health than their homosexual or
heterosexual counterparts. This book is the first of its kind,
providing an international collection of empirical research, theory
and critical analysis of existing educational resources relating to
bisexuality in education. Each chapter addresses three significant
issues in relation to bisexuality and schooling: erasure,
exclusion, and the absence of intersectionality. From indigenous to
rural schools, from tertiary campuses to elementary schools, from
films to picture books as curriculum resources, from educational
theory to the health and wellbeing of bisexual students, this
book's contributors share their experiences, expertise and ongoing
questions. This book was originally published as a special issue of
the Journal of Bisexuality.
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