Titlebook: Queer Social Movements and Outreach Work in Schools; A Global Perspective Dennis A. Francis,Jón Ingvar Kjaran,Jukka Lehtonen Book 2020 The

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Intersex and Education: What Can Schools and Queer School Projects Learn from Current Discourses onnce of intersex bodies and identities radically challenges these conceptions. In recent decades, intersex movements have challenged public, scientific, legal, and political discourses worldwide in order to protect the bodily integrity of persons with variations of sex characteristics. Drawing on cur

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,Conclusions: Queering “Politics of Pain” Through Activism and Educational Outreach Work,th critical aspects of queering heteronormativity and the workings of Othering and heterocisgender privileges. There are many global challenges in doing outreach work. Firstly, there is the issue of funding and resources in doing this kind of activist work in schools. Secondly, to gain access to sch

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Book 2020nt cultural contexts. With contributions from more than fifteen countries, the chapters bring fresh insights for students and scholars of gender and sexuality studies, education, and social movements in the Global North and South. The book draws together both theoretical and empirical contributions

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Education as Activism: Sexual Dissidence and Schooling in Spain,nes—the promotion of equality and visibility for (primarily gay and lesbian) persons, and a more radical trend based on transfeminist thinking that resists the notion of normal, extending a feminist critique of the patriarchy.

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Queer Activism and Non-formal Outreach Work in Iran: Creating a Community of Support and Learning,interviews with gay identifying Iranian males that could be defined as activists, fighting for sexual rights, and educating, reaching out to, the younger generation of sexual minorities, through various online channels or platforms.

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,We’re Here, We’re Queer…but Are We in Schools? Lessons Learned from a Multicountry Project Across Eiversity in schooling; greater focus on education policy by LGBTI CSOs; sensitizing educators to issues of diversity; direct engagement with the determining role of cultural norms in relation to gender and sexuality; and greater understanding of the education sector as a whole.

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Sharing Autobiographical Stories as a Key Method of Queer Activism in Austrian Schools,ic challenge for LGBTIQ activists within a teaching context lies in negotiating the ambivalence between the desire to destabilize norms and the students’ understandable need for security and labels. We conclude that in doing so, LGBTIQ activists can contribute to supporting LGBTIQ students and challenge heteronormativity in schools.