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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
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