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 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.

Mining has been entangled with the development of communities in all continents since the beginning of large-scale resource extraction. It has brought great wealth and prosperity, as well as great misery and environmental destruction. Today, there is a greater awareness of the urgent need for engineers to meet the challenge of extracting declining mineral resources more efficiently, with positive and equitable social impact and minimal environmental impact. Many engineering disciplines-from software to civil engineering-play a role in the life of a mine, from its inception and planning to its operation and final closure. The companies that employ these engineers are expected to uphold human rights, address community needs, and be socially responsible. While many believe it is possible for mines to make a profit and achieve these goals simultaneously, others believe that these are contradictory aims. This book narrates the social experience of mining in two very different settings-Papua New Guinea and Western Australia-to illustrate how political, economic, and cultural contexts can complicate the simple idea of "community engagement." Table of Contents: Preface / Mining in History / The Ok Tedi Mine in Papua New Guinea / Mining and Society in Western Australia / Acting on Knowledge / References / Author Biographies