A candid re-examination of what it means to be a gay man Gendered Outcasts and Sexual Outlaws: Sexual Oppression and Gender Hierarchies in Queer Men's Lives explores the impact and effects of sexual oppression and power relationships within the gay male community. This controversial book features thoughtful and provocative essays from authors, educators, and activists who challenge the stigmatization and issues of power they face as gay men who don't fit the masculine mold formed by the gay porn industry and the media. Their poignant words reveal the sting of finding discrimination and alienation where least expected as the rise of sexualized hyper-masculinity, racism, and femiphobia among gay men has created a need to re-examine appropriate gay male identity and sexuality. Editors Christopher Kendall and Wayne Martino, who have written about and researched the negative side of gay male pornography, the links between sexism and homophobia, gay male suicide, and the impact of masculinity and sexuality on gay men, divide the book's powerful essays into two sections: The Dynamics of Sex/Gender Oppression and When Gender Harms and Oppression Becomes the Norm. The first section challenges the assumptions that form the basis of gay male identity. Relying on the work of radical feminists and cultural theorists, the authors explore the meaning of gender in a society that expects men to act according to a masculine idealand punishes them when they don't. The book's second section analyzes the reality of gender oppression caused by inequality and sexualized gender hierarchies. Contributors discuss what can happen when gay men take seriously the sexual role models that are offered and what happens if they dare to reject them. Gendered Outcasts and Sexual Outlaws examines: effeminacy in gay men's lives the idealization of the gay male body straight-acting masculinities and the rejection of the feminine narcissism, masculinity, and body absorption racialized masculinity the feminization of the Asian gay male in gay pornography gay male rape domestic violence and much more! Gendered Outcasts and Sexual Outlaws is an eye-opening re-evaluation of what being gay means, why being gay is still considered socially unacceptable, and how the gay male community can respond to systemic stigmatization and hate.

A candid re-examination of what it means to be a gay man Gendered Outcasts and Sexual Outlaws: Sexual Oppression and Gender Hierarchies in Queer Men's Lives explores the impact and effects of sexual oppression and power relationships within the gay male community. This controversial book features thoughtful and provocative essays from authors, educators, and activists who challenge the stigmatization and issues of power they face as gay men who don't fit the masculine mold formed by the gay porn industry and the media. Their poignant words reveal the sting of finding discrimination and alienation where least expected as the rise of sexualized hyper-masculinity, racism, and femiphobia among gay men has created a need to re-examine appropriate gay male identity and sexuality. Editors Christopher Kendall and Wayne Martino, who have written about and researched the negative side of gay male pornography, the links between sexism and homophobia, gay male suicide, and the impact of masculinity and sexuality on gay men, divide the book's powerful essays into two sections: The Dynamics of Sex/Gender Oppression and When Gender Harms and Oppression Becomes the Norm. The first section challenges the assumptions that form the basis of gay male identity. Relying on the work of radical feminists and cultural theorists, the authors explore the meaning of gender in a society that expects men to act according to a masculine idealand punishes them when they don't. The book's second section analyzes the reality of gender oppression caused by inequality and sexualized gender hierarchies. Contributors discuss what can happen when gay men take seriously the sexual role models that are offered and what happens if they dare to reject them. Gendered Outcasts and Sexual Outlaws examines: effeminacy in gay men's lives the idealization of the gay male body straight-acting masculinities and the rejection of the feminine narcissism, masculinity, and body absorption racialized masculinity the feminization of the Asian gay male in gay pornography gay male rape domestic violence and much more! Gendered Outcasts and Sexual Outlaws is an eye-opening re-evaluation of what being gay means, why being gay is still considered socially unacceptable, and how the gay male community can respond to systemic stigmatization and hate.

This book addresses an emerging and vital field of scholarship, which deals with transgender- and gender-expansive-informed education, policy, and practice. The collection provides a framework for thinking about the relevance of Transgender Studies for the field of education and specifically for K-12 schooling contexts. It argues for the need to engage transgender-informed epistemologies and provides insight into trans-affirmative education research, policy contexts, and practices with the view to generating knowledge about how the experiences of transgender and non-binary youth, gender non-conformity, and gender-creative expression are being addressed in the education system. Topics addressed range from trans-informed policy analysis and enactment across various contexts to addressing central concerns and polemics related to the policing and regulation of students' gender identities and expression, with respect to washroom space in schools and the use of gender-neutral pronouns. The book is timely and pertinent, especially given that transphobia and addressing gender justice in the education system have been identified as significant human rights issues which require urgent intervention. Overall, this collection points to both the productive potentialities of this emerging body of research, and the limitations and challenges that need to continue to be addressed in the realization of a commitment to enacting a critical trans politics in education. This book was originally published as a special issue of Gender and Education.

This book fills a gap in the literature by focusing on globalization with regard to the rescaling of educational accountabilities, linked to international and national testing regimes and their impact. In particular, this book examines the impact and effects of this global framework in two illustrative nations: Australia and Canada. The focus on these two nations, which have very different forms of federalism, allows for consideration of the rescaling of politics and policies in the context of globalization and for an analysis of the complex rescaling of educational accountabilities. It is the first book to document and analyse the multi-scalar, relational and differentiated effects in national schooling systems of this rescaling of educational accountability. The authors also consider the ways in which these accountability regimes have rearticulated social justice and equity policies within nations in reductive ways. It offers scholars and policy makers both a methodology and an epistemological framework grounded in critical policy sociology for doing education policy analysis in a time of neo-liberal globalization.

This book provides an illuminating account of teachers' own reflections on their experiences of teaching in urban schools. It was conceived as a direct response to policy-related and media-generated concerns about male teacher shortage and offers a critique of the call for more male roles in elementary schools to address important issues regarding gender, race and the politics of representation. By including the perspectives of minority teachers and students, and by drawing on feminist, queer and anti-racist frameworks, this book rejects the familiar tendency to resort to role modeling as a basis for explaining or addressing boys' disaffection with schooling. Indeed, the authors argue, on the basis of their research in urban schools in Toronto and Australia, that educational policy concerned with male teacher shortage and the plight of poor, disaffected minority boys would benefit from engaging with analytic perspectives and empirical literature which move beyond the singularity of gender and race as a basis for entertaining an urban school reform agenda that emphasizes the transformative potential of the male teacher as a role model. Presented within is a compelling case for the need to disarticulate discourses about role modeling from a politics of representation that is committed to addressing the reality of the impact of racial and structural inequalities on both minority teachers and students' participation in the education system. This book also provides insight into the persistence of gender inequality as it relates to the status of elementary school teaching as women's work.

This book offers an illuminating analysis of the theories, politics, and realities of boys? education around the world -- an insightful and often disturbing account of various educational systems? successes and failings in fostering intellectual and social growth in male students. Examining original research on the impact of implementing boys? education programs in schools, the book also discusses the role of male teachers in educating boys, strategies for aiding marginalized boys in the classroom, and the possibilities for gender reform in schools that begins at the level of pedagogy.

Complete with case studies of various classrooms, school districts, and governmental policy programs, the detailed essays collected provide a look into education's role in the development of masculinities, paying special attention to the ways in which these masculinities intersect with race, class, and sexuality to complicate the experience of boys within and outside of a classroom setting.

This book offers an illuminating analysis of the theories, politics, and realities of boys' education around the world -- an insightful and often disturbing account of various educational systems' successes and failings in fostering intellectual and social growth in male students. Examining original research on the impact of implementing boys' education programs in schools, the book also discusses the role of male teachers in educating boys, strategies for aiding marginalized boys in the classroom, and the possibilities for gender reform in schools that begins at the level of pedagogy.

Complete with case studies of various classrooms, school districts, and governmental policy programs, the detailed essays collected provide a look into education's role in the development of masculinities, paying special attention to the ways in which these masculinities intersect with race, class, and sexuality to complicate the experience of boys within and outside of a classroom setting.

This book addresses an emerging and vital field of scholarship, which deals with transgender- and gender-expansive-informed education, policy, and practice. The collection provides a framework for thinking about the relevance of Transgender Studies for the field of education and specifically for K-12 schooling contexts. It argues for the need to engage transgender-informed epistemologies and provides insight into trans-affirmative education research, policy contexts, and practices with the view to generating knowledge about how the experiences of transgender and non-binary youth, gender non-conformity, and gender-creative expression are being addressed in the education system. Topics addressed range from trans-informed policy analysis and enactment across various contexts to addressing central concerns and polemics related to the policing and regulation of students' gender identities and expression, with respect to washroom space in schools and the use of gender-neutral pronouns. The book is timely and pertinent, especially given that transphobia and addressing gender justice in the education system have been identified as significant human rights issues which require urgent intervention. Overall, this collection points to both the productive potentialities of this emerging body of research, and the limitations and challenges that need to continue to be addressed in the realization of a commitment to enacting a critical trans politics in education. This book was originally published as a special issue of Gender and Education.

Around the globe, various kinds of testing, including high stakes national census testing, have become meta-policies, steering educational systems in particular directions, and having great effects on schools and on teacher practices, as well as upon student learning and curricula. There has also been a complementary global aspect to this with the OECD's PISA and IEA's TIMSS and PIRLS, which have had impacts on national education systems and their policy frameworks. While there has been a globalized educational policy discourse that suggests that high stakes standardised testing will drive up standards and enhance the quality of a nation's human capital and thus their international economic competitiveness, this discourse still manifests itself in specific, vernacular, path dependent ways in different nations. High stakes testing and its effects can also be seen as part of the phenomenon of the 'datafication' of the world and 'policy as numbers', linked to other reforms of the state, including new public management, network governance, and top-down and test-based modes of accountability. This edited collection provides theoretically and empirically informed analyses of these developments. This book was originally published as a special issue of the Journal of Education Policy.

Around the globe, various kinds of testing, including high stakes national census testing, have become meta-policies, steering educational systems in particular directions, and having great effects on schools and on teacher practices, as well as upon student learning and curricula. There has also been a complementary global aspect to this with the OECD's PISA and IEA's TIMSS and PIRLS, which have had impacts on national education systems and their policy frameworks. While there has been a globalized educational policy discourse that suggests that high stakes standardised testing will drive up standards and enhance the quality of a nation's human capital and thus their international economic competitiveness, this discourse still manifests itself in specific, vernacular, path dependent ways in different nations. High stakes testing and its effects can also be seen as part of the phenomenon of the 'datafication' of the world and 'policy as numbers', linked to other reforms of the state, including new public management, network governance, and top-down and test-based modes of accountability. This edited collection provides theoretically and empirically informed analyses of these developments. This book was originally published as a special issue of the Journal of Education Policy.

This book provides an illuminating account of teachers' own reflections on their experiences of teaching in urban schools. It was conceived as a direct response to policy-related and media-generated concerns about male teacher shortage and offers a critique of the call for more male role models in elementary schools to address important issues regarding gender, race and the politics of representation. By including the perspectives of minority teachers and students, and by drawing on feminist, queer and anti-racist frameworks, this book rejects the familiar tendency to resort to role modelling as a basis for explaining or addressing boys' disaffection with schooling. Indeed, the authors argue, on the basis of their research in urban schools in Canada and Australia, that educational policy concerned with male teacher shortage and the plight of disadvantaged minority boys would benefit from engaging with analytic perspectives and empirical literature that takes readers beyond hegemonic discourses of role modelling. A compelling case is presented for the need to disarticulate discourses about role modelling from a politics of representation that is committed to addressing the reality of the impact of racial and structural inequalities on both minority teachers and students' participation in the education system. The book also provides insight into the persistence of gender inequality as it relates to the status of elementary school teaching as women's work.

This book fills a gap in the literature by focusing on globalization with regard to the rescaling of educational accountabilities, linked to international and national testing regimes and their impact. In particular, this book examines the impact and effects of this global framework in two illustrative nations: Australia and Canada. The focus on these two nations, which have very different forms of federalism, allows for consideration of the rescaling of politics and policies in the context of globalization and for an analysis of the complex rescaling of educational accountabilities. It is the first book to document and analyse the multi-scalar, relational and differentiated effects in national schooling systems of this rescaling of educational accountability. The authors also consider the ways in which these accountability regimes have rearticulated social justice and equity policies within nations in reductive ways. It offers scholars and policy makers both a methodology and an epistemological framework grounded in critical policy sociology for doing education policy analysis in a time of neo-liberal globalization.

* How can teachers address the challenge of educating boys for life in the 21st century? * What aspects of schooling are particularly problematic for boys? * How do issues of class, race and sexuality impact upon boys educational experiences? This edited collection brings together leading researchers from Australia, United Kingdom and the United States to explore issues of boys, schooling and masculinities within the context of the current concern about the education of boys. The contributors draw on detailed empirical research to highlight some important issues that are not addressed in public debates about boys in the media. Chapter topics include international perspectives on debates about boys; teaching boys; programs for boys in schools; boys and risk taking; boys and discipline; boys and sexuality; Afro-American boys; indigenous boys in Australian schools; boys and reading; boys and maths; boys, dance and sport; boys and science; girls' talk about boys. The book will be important and compelling reading for all teachers concerned with the education of boys.