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Despite the legislation put in place by the United Nations, Africa continues to grapple with issues of monosexism and heterosexism. In fact, of the 54 African countries, 33 have criminalised queer relationships, a legacy primarily attributed to colonial rule. However, social work literature has recently introduced a culturally sensitive model for working with the LGBTQIA+ community, known as Queer affirmative action. By utilising available literature and adopting an intersectional approach, which was collected and analysed through PRISMA, this paper aims to discuss the Africanising of sexuality in Africa. It argues that it is crucial to undertake a critical analysis of the colonial legacy and its impact on queer identities. Furthermore, the article posits that social work education must incorporate knowledge of the intersection of gender, sexuality, and other identity markers to form an inclusive and comprehensive approach towards practice. An affirmative philosophy to social work practice can serve as a counterweight to all punitive and discriminatory practices. Thus, in Africa, the most effective way to improve the well-being of queer individuals is to eradicate structural forms of inequality and decriminalise same-sex consensual relationships.

Bystanders' helping behaviors are essential to mitigate bullying and its consequences, although bystanders do not always intervene on behalf of those who are victimized. One study (N = 170) tested, experimentally, the impact of different forms of common identities (one-group and dual-identity vs. control) on youth (aged between 12 and 19 years) bystanders' helping behavioral intentions in the context of a common form of bias-based bullying (i.e., homophobic bullying). Results showed that dual-identity triggered more behavioral intentions to help victims of homophobic bullying. Overall, these findings extended previous studies illustrating the potential of common identities to foster bystanders' helping responses to homophobic bullying episodes in the school context.

The network scale-up method (NSUM) is a survey-based method for estimating the number of individuals in a hidden or hard-to-reach subgroup of a general population. In NSUM surveys, sampled individuals report how many others they know in the subpopulation of interest (e.g. "How many sex workers do you know?") and how many others they know in subpopulations of the general population (e.g. "How many bus drivers do you know?"). NSUM is widely used to estimate the size of important sociological and epidemiological risk groups, including men who have sex with men, sex workers, HIV+ individuals, and drug users. Unlike several other methods for population size estimation, NSUM requires only a single random sample and the estimator has a conveniently simple form. Despite its popularity, there are no published guidelines for the minimum sample size calculation to achieve a desired statistical precision. Here, we provide a sample size formula that can be employed in any NSUM survey. We show analytically and by simulation that the sample size controls error at the nominal rate and is robust to some forms of network model mis-specification. We apply this methodology to study the minimum sample size and relative error properties of several published NSUM surveys.

Building queer allyship is an in-the-making, incomplete, and situated process in and beyond TESOL. In this article, I propose that the concept of "queer allyship" is not a conceptual but practical and calling-for-action approach on an everyday life basis. Queer "a"llyship describes allies who work together to challenge "c"ommon heteronormative and cisgender assumptions of oneself to "t"hink queer and provoke actions in relational "s"ystems of support (ACTS). In this article, I invite the readers to think queer with me about the missing aspect of queer allyship in TESOL, address the importance of doing this work, and offer some queer considerations for teachers and administrators to try in their own spaces. I conclude the article by acknowledging two things. One, everyone can queer their own thinking and actions; therefore, everyone can be queers themselves. Two, doing queer allyship work should not be the sole responsibility of anyone -- it is ecological work, which demands collective and communal care "for and with" all students and teachers.

The current research investigated the endorsement of hegemonic masculinity, sexism, and homophobia, and the perceptions of discrimination, among samples of heterosexual male and female, and LGB students who had entered into traditionally male-dominated and female-dominated fields of study. Specifically, students from vocational and educational training in Swiss upper-secondary schools were recruited. Results revealed that adherence to hegemonic masculinity, sexism, and homophobia is higher in male-dominated fields of study (vs. female-dominated). Furthermore, heterosexual female and LGB students enrolled in male-dominated fields of study have been found to experience and anticipate more discrimination than heterosexual male students. Implications of these results are discussed.

As the number of Hispanic-Serving Institutions (HSIs) continues to rise in the United States, higher education scholars and practitioners have increasingly wondered how HSIs fulfill their charge to serve Latinx/a/o communities. However, Latinx/a/o sexually minoritized students often go unrecognized in conversations on servingness at HSIs. This phenomenological study addresses this gap by exploring the experiences of 15 Latina lesbians navigating their race/ethnicity, sexuality, and gender at an HSI. Informed by scholarship on how intersecting systems of power affect Latinx/a/o communities differentially, findings revealed how encountering isolation and alienation from peers, living within and against traditional gender norms and expectations, together with articulating the importance of affirming environments and individuals characterized the experiences of Latina lesbians at the institution. From the participants' stories, we used literature on servingness to explore how their experiences reflected organizational commitments to sexually minoritized students at the HSI. We then offer implications for research and practice.

For lesbian, gay, bisexual, or queer (i.e., sexual minority [SM]) youth, coming out is an important developmental milestone and is typically associated with positive well-being. However, coming out in high school may entail a higher risk of school-based victimization. Due to the greater risk of homophobic bullying, the implications of being out in adolescence and well-being later in adulthood remain unclear. Using data from a national probability survey (Generations Study) of three distinct age cohorts of SM adults (N = 1,474) in the United States, this study (a) examined how being out at school in adolescence affects general well-being in adulthood and (b) SM-specific well-being in adulthood, and (c) examined if these associations differ by cohort. Results from multivariate regression analyses demonstrated that being out in adolescence was not significantly associated with general well-being, but was significantly associated with SM-specific well-being: higher rates of identity centrality and community connectedness, and lower rates of internalized homophobia. There were no cohort differences in the associations between outness in high school, general well-being, and SM well-being. The findings from this national probability sample of SM adults provide novel insight into implications of being out across the life course, including the positive implications of being out at school in adolescence for SM-specific well-being in adulthood.

This paper is a collaborative reflection on a graduate a/r/tographic (artist/researcher/teacher research project using vlogging as its means of inquiry into potential for subjective reconstruction. The initial study focused on shifting perspectives of self in times of solitude and new surroundings. Springgay et al.'s (2005) a/r/tographic renderings were used to methodologically investigate emergent perspectives and realities of Tyson Lepage's journey in grappling with repositionings needed to open himself to shifting courses of action. The initial study took place in Sydney and the North Coast of New South Wales, Australia from September 2017 to December 2017. This revisitation of Lepage's research results from subsequent and ongoing discussion and reflection between Lepage and his two graduate mentors, one in Australia and the other in Canada. William Pinar's scholarship on cosmopolitanism provides a theoretical lens for developing deeper understandings of a relational self and is used in both initial research and in this return to the research. The multidimensional movement of understanding self in relation to other, requires openness to the world but also to one's inner feelings and opinions. It requires individuals acting in the world with others while also cultivating solitude and independence of mind, the combined process of which, Pinar describes as worldliness, and which he claims is the pedagogical project of cosmopolitanism in curriculum theory. The authors revisit Pinar's worldliness and Lepage's renderings/findings from the initial research, to now extend their collective thinking regarding the research journey of making visual expressions of living a passionate and contemplative public life.

This study explored undergraduate students' changes in attitudes toward marriage equality in an introductory family science course. Students enrolled in the course were exposed to teaching activities centered largely around prejudice and discrimination to examine their effectiveness in facilitating the development of more positive attitudes toward marriage quality. The results of quantitative analyses revealed that substantial numbers of students became more supportive of marriage equality over time in this course. Qualitative analyses of written open-ended student responses utilizing the constant comparative method resulted in three emergent themes: support of marriage equality, increased understanding of marriage equality, and opposition to marriage equality. Collectively, the findings of this exploratory study indicate that the teaching method utilized was effective in fostering the development of more positive attitudes toward marriage equality. Implications for future research, replication, and adaptation in other disciplines are discussed.

Issues surrounding gender and sexuality are fundamental determinants of either a liberated or restricted human experience, and comprehensive sex education has been recognized as an essential mechanism to help youth process their gender and sexuality in a standardized, open, safe, and healthy atmosphere. In the absence of such education, Y novels are a growing source of cultural resources in the social sphere of sexuality, especially among Thai girls and young women. The present study differentiated between and analyzed the sexual scripts engaged in by the two leading characters, the "pra'ek" and "nai'ek," in scenes of erotic significance from nine such novels. The dialogue and narration from these scenes were analyzed descriptively, and clear patterns of asymmetry emerged. These patterns were discussed as manifestations of heteronormative discourses. Y novels, despite the same-sex relationships that define them, were found to re-produce heteronormative discourses around masculinity and femininity. While Y novels may be an avenue for girls and women to explore their own sexuality in the heteronormative context in which they find themselves, the genre may also endanger girls, women, and queer-identifying people by re-producing meaning making that defines a 'gray area' of consent in sexual encounters.

Presently, there is a political attack on LGBTQ+ individuals, especially in southern states. In 2022, six southern states (Alabama, Florida, Louisiana, Mississippi, Oklahoma, Texas) enacted laws that prohibit discussing LGBTQ+ students or issues within P-12 schools. These laws perpetuate heteronormativity and create intolerant and unsafe educational spaces for LGBTQ+ individuals, especially students. Teacher preparation programs must begin addressing the challenges these laws present to P-12 schools. Therefore, in this article, the author discusses a qualitative research study that examined southern gay male teachers' beliefs about the intersectionality of sexuality, gender identity, and pedagogy in secondary classrooms. The author utilized queer theory as the theoretical framework. For this discussion, three important themes emerged from the data analysis: instruction, identity, and inclusivity. The study utilized individual unstructured interviews, unstructured focus group interviews, classroom observations with field notes, and a research journal. The findings offer suggestions for teacher preparation programs to consider when preparing teacher candidates for the profession.

The stigma surrounding men's sexuality in Early Childhood Education (ECE) is complex and part of a sexuality hierarchy within which homophobic, emasculating and disparaging undertones are often used to label male teachers in ECE as gay. In this paper the authors demonstrate the complex and gendered ways in which this stigma unfolds in a South African context and offer a decolonising gender perspective to highlight how the country's socio-political context impacts on how parents respond to gay men in ECE. The parents in this study expressed tolerance and acceptance of gay men's involvement in ECE. Notwithstanding, these diverse views, many parents' tolerance and acceptance of gay men in ECE was found to be powerfully structured along a discriminatory heterosexist culture. Despite this, some parent's acceptance of gay male teachers in ECE were underpinned by gender-progressive attitudes to focus on curtailing gender discrimination and promoting gender diversity and inclusivity at school.

Divisive Concepts Laws (DCL) are legislative acts and state and local policies that restrict teaching, learning, and professional development in PK- 20 education regarding race, gender, sexuality, and history. In November 2022, we surveyed NAfME members to ascertain the perceived impacts of DCL on music educators, music teacher educators, and music education. Respondents (N = 318) held mixed views. Many described restricted curriculum, self-censorship, inconsistent interpretations and implementation processes, fear about their own identities becoming an issue, and challenges with student relationships. In contrast, about half reported no impacts from DCL, for reasons including living in a place that does not have them, agreeing with the laws, or refusing to acquiesce to the laws. Respondents also demonstrated resistance to the survey and stances we coded as homophobic and/or transphobic. We focused our discussion of these findings on analyzing discourses evident in survey responses, which included use of euphemisms, anti-political rhetoric, de facto DCL, cognitive dissonance, and anti-queer discourses. DCL affect music students, educators and teacher educators across the United States, and they need better information, language, and strategies for managing DCL impacts.

Research has shown that Physical Education (PE) is a white, male, and able body-dominated profession, particularly in Spain. When some female pre-service PE teachers, who had a difficult relationship with their bodies and sports abilities, enrol in such a degree, some of these problematic relations come to light. Participants for this study were four female pre-service teachers who self-identified as lesbian, anorexic, visually impaired, and big respectively. Data were collected through participant-produced texts, graphical representations, and interviews. The authors then reconstructed the participants' stories which are presented in the form of narratives. The conceptual tool of embodying norm-criticality helped us to highlight the importance of critical reflection about own beliefs, past experiences and understandings, and their influence on pedagogical practices in PE. This study contributes to the push towards a change of the stereotypical beliefs of what a PE teacher should be or look like, and in this way, emphasises the vast benefits of diversifying PE teachers' beliefs and understandings.

This research is the first to provide insights into the experiences of gay men studying a university degree in Physical Activity and Sport Science (PASS) in Spain. Drawing on Bourdieu's categories, one-to-one semi-structured interviews were conducted with 11 PASS students and ex-students that were subsequently studied through deductive-inductive thematic analysis. Our findings show the PASS context to be a heteronormative, masculinised and cisgender social field. Male homosexuality was almost invisible except when antigay language was used. Considering this environment, most of our interviewees chose to remain in the closet, which contributed to low levels of wellbeing and high levels of stress and anxiety. However, the few students that chose to come out experienced relief and felt included by some of their classmates and by staff. Discussed are key aspects of the dominant culture in PASS faculties and the repercussions for the mental health and wellbeing of gay students. Our research also provides new insights into the nature and prevalence of microaggressions regarding sexual orientation that will help PASS and university management develop specific strategies and programmes to foster inclusivity.

Microaggressions are a form of subtle violence that young gay men experience throughout their lives, which are known for negatively affecting mental health. A qualitative study with focus groups and in-depth interviews was conducted with 26 young gay men from three geographic areas of Mexico to explore their experiences of microaggressions based on sexual orientation and their impact on mental health. Results showed that microaggressions are present in all stages of life, mainly with family, friends, school, and in public and private spaces, and have behavioral, cognitive, and emotional effects such as sadness, shame, fear, crying, and concealment. The experience of these events and their consequences continue throughout all stages of life. The results suggest the importance of creating inclusive contexts within family and educational environments where gay youth can develop free of discrimination, especially in childhood and adolescence.

Teaching and learning relies on age-appropriate, credible formal (e.g., textbooks, textbook supplements) and informal (e.g., trade-books) curricular texts. Previous research traced American publishers' self-censorship about human evolution within twentieth-century textbooks. This study, informed by the latest scientific understandings, engaged in content analysis of scientific depictions of evolution, race, (homo)sexuality, and intersex identity. The data pool contained American biology textbooks, trade-books, and curricular supplements published after 1990 (n = 153). Findings revealed age-appropriate, comprehensive evolutionary depictions, yet stark omissions of scientific evidence and arguments challenging white supremacy, cisheteronormativity, and pathologization of racialized, queer, and intersex identities. Most modern biology curricular texts, in other words, disregard scientific examination of the tenets grounding racism, homophobia, and transphobia. Why do most biology curricular resources omit the science controverting prominent pseudoscientific fears? Who determines what is taught? The consequences of curricular omissions are particularly alarming considering the violence and violent threats targeting already-marginalized people.

Objective: This study is a replication of Russ et al.'s (2002) work, which showed that students' credibility beliefs about and perceived learning from a male university instructor were negatively affected when he identified as gay. Because the primary professional responsibility of community college faculty is teaching, and student evaluations may influence decisions about teacher effectiveness, perceived teacher credibility may be of particular importance within community colleges. Given the number of years that have elapsed since the 2002 study, determining whether the documented bias still exists is necessary. Therefore, the purpose of this study was to determine how community college students' perceptions of a male teacher's credibility and perceptions of their own learning were influenced by the instructor being open about his sexual orientation. Methods: This study used mixed methods, was undergirded by Critical Realism, and employed a sequential design with questionnaires and semi-structured interviews. Results: Participants as a collective did not provide significantly different ratings for any dimension of credibility nor for perceptions of learning in either condition. Interview data largely supported the statistical findings; however, they also revealed discomfort with gay instructors and an eagerness to support marginalized instructors; participant reactions aligned with three broad categories of indifference, discomfort, or allyship. Open-ended responses suggested that participants attended more to competence for the straight lecturer and more to character traits for the gay lecturer. Contributions: The findings, especially with regard to participants' reduced focus of attention on competence for marginalized instructors, have practical implications for equity and faculty evaluation.

This article centres multilingualism in relation to gender, sexuality, culture, and race, presenting the narrative of one participant, Samson, who self-identifies as a black, queer, man and refers to several linguistic varieties that he has some proficiency in. The narrative emerged from an interview conducted in which Samson discussed his language portrait, a multimodal biographical method. Thematic analysis was used as a starting point in interpreting how Samson discursively constructs language in relation to gender, racial, sexual, and cultural positions. To unpack Samson's constructions of self and others we bring decolonial feminist theoretical approaches in conversation with linguistic citizenship. We argue that Samson is trying to undo the normative conceptions of a range of identity categories and that he narrates several different discursive and social strategies to develop new subjectivities for himself and to create new relationalities. In his decolonial project of being, he tries to queer the norm and norm the queer. Samson's story provides us with the possibility of living and languaging outside of colonial structures.

Psychological variables (e.g. L2 grit) remain a much under-investigated sub-category of individual differences compared with cognitive ones (e.g. aptitude). The present paper aims to gain a better understanding of the psychological effects of multilingualism by investigating tolerance of homosexuality (TH), which has received little scholarly attention from multilingualism researchers. Relevant data from the 2015 Chinese General Social Survey, which utilised a representative national sample (N = 10968) from China, were analysed. Out of the 11 initial independent variables, multilingualism and Internet use emerged as statistically significant predictors for TH; their effect sizes fluctuated around the typical-effect benchmark, suggesting that both were important predictors. Although gender role belief was also a statistically significant predictor, its effect sizes fell well below the small-effect benchmark and hence its link with TH was negligible. As the first systematic attempt to link multilingualism with TH in the field of applied linguistics, the present multidisciplinary study: (1) confirms and expands previous studies which show that multilingualism can be considered as an enduring social factor contributing to the shaping of individuals' psychological profiles, and (2) helps broaden the scope along the research line on homophobia in gender studies by linking it with more social correlates (e.g. multilingualism).

During Xi Jinping's presidency, the increasingly repressive political control over Chinese universities has had a significant impact on academic research. Yet, little is known about how Chinese academics navigate such a climate. Drawing on interviews with 11 gay academics in China, this article explores their motivations and strategies for conducting queer research. It is shown that participants submit to heteronormativity and the Party authorities by managing their sexual identity, keeping a low profile and practising self-censorship in their research. However, they can also expand the institutional space for queer research by strategically mobilising various forms of power and discourses and highlighting the legitimacy of their research. Through the queer theoretical lens, this article presents gay academics' agency in conducting queer research as involving simultaneous conformity and resistance in relation to heteronormativity and political control in Chinese academia.

In this article, I examine campus climate studies through radical incrementalism and queer pragmatism. As a statistician and institutional researcher, I embrace data-informed decisions to promote resource reallocation and policy formation. Yet, as a queer person, I have misgivings about incrementalism as a dominant strategy that aligns queerness with interests of the state (or in this context, the institution). I use campus climate studies as a vehicle to illustrate the epistemological and practical implications of radical incrementalism and a queered institution, relying on both my own queer embodiment and my expertise in campus climate studies. My intended audiences include administrators with positional power at colleges and universities, especially those with influence concerning campus climate studies and data-informed decision making. I also direct my conversation to researchers who conduct campus climate studies, including institutional researchers and assessment professionals, academic scholars, and consultants. Lastly in this article. I also provide clarity and disruption for queer people who exist in higher education and who engage in the campus climate landscape to illuminate often silenced discourse concerning tensions and opportunities for queer liberation in the academy. I begin my article with my theoretical groundings, including radical incrementalism and queer pragmatism. I then provide an overview of campus climate studies in higher education, including federal mandates from the Department of Education, the campus climate industrial complex, and data trauma through deficit-based assessment. I close my conversation with hope and queer agency.

This paper aims to unsettle assumptions of generalizability and representativeness in quantitative research using queer framings and positionalities. We argue that generalizability and representativeness are tools of supremacist dominance that reinforce harmful and essentialist categories of identities for the false purpose of statistical "rigor" and create more harm than benefit for queer and trans students. For many scholars, quantitative methods are antithetical to justice-centered scholarship given their historical entrenchment and current complicity in oppression and maintaining racial superiority and social dominance. With these problems firmly in mind, we draw on queer, critical, and poststructural frameworks to resist generalizability within quantitative methods. Building on these frameworks, we then present recommendations for how quantitative methods can be both queer and rigorous, thinking beyond generalizability to imagine liberatory practices for education research.

Critical quantitative methods provide opportunities for Queer Theory to challenge, re-define, and re-claim the historically privileged research tradition. In this paper, I begin by summarizing the various binaries that oppress research and individuality. I then engage with Queer Theory and my own intersectional positionality to propose a nonbinary quantitative methodology. Next, I draw on various examples to demonstrate the possibilities for how quantitative research can be nonbinary when it challenges objectivity, acknowledges intersectionality, combines multiple theories, redefines quantitative measures, blurs methodological boundaries, and/or re-appropriates research for action. The paper concludes with a summary of how a nonbinary quantitative method intentionally acknowledges positionality and is deeply grounded in intersectionality to challenge deficit and majoritarian narratives and research practices implied by more traditional quantitative approaches.

Quantitative methods have a long historical entanglement with oppressive ideologies, including eugenics, white supremacism, and anti-LGBTQ+ ideology. Increasingly, scholars have made attempts at rectifying quantitative methods by bringing them into conversation with critical theoretical frameworks. One such example is QuantCrit, which attempts to engage quantitative methods through Critical Race Theory. The present paper attempts to extend that vital work by engaging queer theory in quantitative methods. Several key ideas are proposed for quantitative methodologists and educational researchers to think with queer theory in quantitative research. Each idea is explored with an eye toward queer theoretical frameworks while continuously engaging QuantCrit. Finally, implications for producers and users of research are offered.

Since the establishment of the State of Israel in 1948, only 23 Queer literary works have been published for children and adolescents in Hebrew. This paper examines the characteristics of these works in light of the ambivalent and controversial status of the LGBTQ+ community in Israel. The findings show that the few works that have been published and that present same-sex families or LGBTQ+ characters, and the manner in which Queer themes are presented in those texts, are in line with how these issues are perceived and addressed by Israeli society. Moreover, this article divides the Queer Israeli literature for children and youth into three categories: implied Queer literature that hides the Queer existence through the allegoric genre; Queer-phobic literature that seemingly presents the Queer family but in actual fact promotes homophobic stereotypes; and Queer literature that places the LGBTQ+ character or family in the center of the story without passing judgment or criticism.

LGBT students continue to be vastly invisible in the international higher education literature and often face hostile learning environments, both in the classroom and in the larger university environment. This study follows a narrative inquiry approach to explore and document the experiences of "tongzhi"--the most widely embraced identity label among individuals romantically and sexually attracted to people of their same gender in contemporary Chinese societies--students in Mainland China. We interviewed six male university students who identify as "tongzhi" in order to understand their educational experience, the learning environments they experience in the classroom, and their interactions with the academic staff. Despite very different individual narratives, the findings reveal a resilient student population and a strategic approach to managing complex relationships and navigating self-disclosure. We offer recommendations for future research and for practitioners invested in promoting inclusive learning environments for all students.

Forced to navigate and negotiate their positionality and subjectivity, queer music educators confront unique challenges in heteronormative schooling environments. This minority group is often associated with the music industry. Still, upon entering an educational context, they navigate and negotiate their identity, specifically the tension between their queer selves and the heteronormative requirements of their teaching context. This article analyses the narratives of five queer music educators situated in a South African context. Being a queer music educator myself, I used a relational approach, the Listening Guide, to listen for the contrapuntal voices that come to the fore when my participants reflected on their professional identity negotiation as music educators. The participants developed various strategies to negotiate their professional identity, with some reporting on its negative impact on effective teaching. This article suggests that heteronormativity in music education should be challenged to allow for an inclusive and affirming space for queer music educators and students.

Drawing from a life history study we examine memories and experience of schooling in Papua New Guinea among 45 trans women and sexuality diverse men. While participants reported regulating their expression of gender and sexuality to 'fit in' and avoid physical and verbal abuse at school, others felt able and supported to express their gender and sexuality diversity more freely beyond stereotypical norms. Schools provided a variety of experience for trans and sexuality diverse youth, unsupportive in many ways but supportive in others. The study highlights the importance of examining the impact of colonial discourses driving homophobia and transphobia in diverse settings, and understanding the socio-cultural climates of schools to identify solutions to the discrimination and violence experienced by trans women and sexuality diverse students. Further research into the current experiences of trans, gender and sexuality diverse young people in school would provide a valuable comparative perspective to our retrospective study.

This qualitative study explores the workplace experiences of 12 lesbian public school teachers in Southern New Jersey. Through in-depth, semi-structured interviews, teachers discuss the tensions, contradictions, rewards, and challenges of teaching at this unique historical moment when laws, policies, social practices, and attitudes are in flux. Queer theory guided the development of the study and provides the primary analytical lens for examining and interpreting data. Findings cluster around the following interrelated themes: (1) queer teachable moments; (2) being 'that' teacher; (3) self-disclosure, and (4) It's not over yet. Findings provide insight into what lesbian teachers are saying about their experiences, their teaching environments, and popular perceptions of difference. These voices, largely unheard, bring insight to teaching as a profession.

Innovative approaches addressing the elevated human immunodeficiency virus (HIV) risk among men who have sex with men (MSM) or transgender women (TGW) migrants in South Africa are urgently needed. We sought to present the acceptability, feasibility and preliminary efficacy of 'Externalize and Mobilize!', a multi-session arts- and theatre-based HIV prevention group intervention for MSM and TGW migrants in South Africa. Fourteen participants--MSM (n = 7; 50%), genderqueer/nonbinary persons (n = 4; 29%) and TGW (n = 3; 21%)--in Cape Town were recruited and enrolled in the intervention and administered pre- and post-intervention assessments of HIV knowledge, HIV risk-reduction self-efficacy, stigma and resilience. The intervention, delivered over 4 days, was completed by all 14 participants. Scores on HIV knowledge and HIV risk-reduction self-efficacy were statistically significantly higher at post-intervention compared with pre-intervention. Additionally, participants responded affirmatively (i.e. 'Agree' or 'Strongly agree') on all items assessing intervention acceptability. Findings demonstrate the high acceptability, feasibility and preliminary efficacy of an arts- and theatre-based intervention for increasing HIV knowledge and HIV risk-reduction self-efficacy among MSM and TGW migrants in South Africa. This study provides further support for the use of creative and innovative interventions to address entrenched HIV disparities in South Africa.

Background: Given the high levels of homophobia that exist in South Africa, including in its schools and universities, it is imperative that university lecturers develop integrated and transdisciplinary curriculums to educate pre-service teachers about sexuality and to empower them to incorporate lesbian, gay, bisexual, transgender and intersex (LGBTI)-inclusive resources into their own classrooms. Aim: This study aimed to contribute to the scholarship of teaching and learning by reflecting on how English literary studies can contribute to sexuality education. Setting: The context for this study is a specific undergraduate English module that forms part of the foundation phase and intermediate phase teacher education curriculums at the University of Johannesburg. Methods: This study is a self-reflective analysis of how the methodology of close reading, which is central to English literary studies, can be used to support sexuality education. Results: Despite the prevalence of homophobia in South African society, when undergraduate students in this English module (n = 356) were asked to write an essay about the representation of same-sex sexuality in a short animated film, none of them made homophobic comments. Conclusion: Paying particular attention to the analytical methodology of close reading, the author argues that a narrow focus on the storytelling techniques used within a narrative text -- in a way that deliberately excludes students' personal opinions about same-sex sexualities -- offers a powerful way of facilitating a deeper understanding of the mechanisms of homophobia and heteronormativity.

Prevailing heteronormative discourses in early childhood education in Aotearoa New Zealand present difficulties for upholding the right of gender diverse tamariki ("children") and lesbian, gay, bisexual, trans, intersex and queer-parented families to experience belonging in equitable, inclusive early childhood settings. The purposeful use of picturebooks that disrupt these discourses can go some way towards mitigating against exclusion. This article draws on the findings of a small-scale qualitative research project that explored early childhood teachers' use of picturebooks that included gender diverse children and lesbian- and gay-parented family content. In highlighting teacher support for or silencing of children's working theories about possibilities for gender change and two mother or two father parents during the picturebook sessions, the article makes a case for expanding the curriculum beyond the limits of heteronormativity. Some practice recommendations for facilitating picturebook sessions are offered to this end. Importantly, teacher preparedness to manage discomfort arising through discussion of topics perceived to be dangerous or risky during such sessions is critical.

Purpose: The aim of this contribution is to research assumptions of the education for innovativeness approach within a queer theoretical notion of pedagogy and to discuss im/possibilities of the approach in the framework of Geography and Economic education. Approach: This article explores intersections between the approaches of queer theories and the theory of education for innovativeness by focussing on the potentials and limitations of trouble making as a starting point in innovativeness education in the secondary education sector. Findings: If we consider trouble making and irritation within an education that fosters innovativeness, we could expand education by focusing the power structures that manifest themselves within innovation processes and education.

This paper examines the experiences of nine Chinese girls and young women as they explore and negotiate queer subjectivities within the constraints of patriarchal and (hetero)sexual norms surrounding girlhood and young femininity. I focus on filial piety ("xiaoshun") as a normative gendered discourse being reconfigured in changing gender, familial and other power dynamics in China. I argue that the discourse of filial piety continues to naturalise a heteronormative girlhood that will smoothly transition into young womanhood prepared to take on responsibilities of 'getting married and having kids'. This narrative, however, is in tensions with girls and young women's diversified expressions of sexualities. Through the participants' own accounts of queer explorations, I demonstrate how they actively engage and reflect on these tensions with familial and filial discourses while navigating the (im)possibilities of becoming queer girls across varied socioeconomic and family backgrounds. The findings of this study offered new insights into how familism and filial piety are woven into Chinese gender and sexual politics and being constantly (re)negotiated. My conceptualisation of queer girlhoods in China shows how queer girls and young women are marginalised in and around family. In the meantime, it demonstrates the emergent strategies of queer resistance and negotiations of filial piety through delaying marriage and managing familial intimacy.

The aim of this paper is to bring together concepts and commitments from both liberal and queer theories with the purpose of designing an integrated framework for equity-focused education policy analysis and implementation. In essence, we aim to build a conceptual bridge between queer and liberal democratic theories and to develop what we call a "queer democratic framework" for policy analysis and implementation. We use the case of the Fair Accurate Inclusive and Respectful Education Act (FAIR) throughout this paper as an exemplar of how queer policy analysis and implementation change the terms of the policy discussion. We argue that as an example of a policy that comes out of liberal democratic theory, FAIR can only go so far. It is symbolic and positive, but cannot reach emancipatory aims in practice without queer analysis and implementation.

Little focus has been afforded to LGBT+ students' study abroad experiences. We conducted a systematic literature search and synthesis which identified 13 articles either with a focus on or inclusion of participants who were LGBT+ studying abroad. We coded included articles' key information, including participant demographics; program duration, location, and academic focus; study methodology; and study results. The majority of studies used qualitative methods, and we note that gay and bisexual male students are severely underrepresented. Key findings also include issues of homophobia/transphobia, race and ethnicity disparities, community policing, sexual assault and rape, and methodology. We suggest that researchers on LGBT+ abroad focus on gay and bisexual male participation and focus on how queer community is formed abroad and regulated by its members. Furthermore, we recommend future research include demographic questions inclusive of LGBT+, employ more mixed methods or quantitative approaches, and measures emphasizing intercultural and academic gains for LGBT+ students.

Homophobic name-calling is one of the most common forms of gender-based violence that occurs among young people at school. Yet students are reluctant to seek teacher help when homophobic bullying occurs. We investigated what enables bystanders to seek help from teachers when they witness the homophobic harassment of a peer who may be unwilling to seek help for themselves. Respondents were a sample of 2119 secondary students from 11 Australian schools. Data analysed using generalised mixed linear modelling demonstrated that student connectedness to teachers at the individual and school level were the strongest predictors of the likelihood of reporting the homophobic harassment of a peer. Findings suggest that above and beyond the effects of student relationships with teachers, a culture of teacher care at the school level is crucial in enabling students who witness homophobic bullying to seek teacher help.

Framed by queer theory, this qualitative study sought to better understand the unique experiences of homophobia that occur amongst Latinx gender and sexually diverse youth (GSDY) in south Texas. Latinx GSDY in this borderland region, are less likely to be in schools that adopt affirming policies and are therefore more likely to experience homophobia. The study collected written journal responses from eight Latinx gender and sexually diverse alumni of borderland region schools that presently serve as community leaders and advocates. Findings suggest that homophobia is experienced as trauma and that participants employed positive trauma responses to confront their experiences.

Our work seeks to reflexively make visible the blurring of binary markers at the intersection of our research, sexuality, gender, and professional socialization as a necessary disruption to liberate our intersectional possibilities in the making. We argue the queering of educational leadership is met by the intimate and layered experiences of identity dismemberment operating to tarnish, devalue, and displace the wealth of intersectional knowledge. The ultimate goal is to subjugate the researcher; to trace a stencil of a binary identity whereby the image of the non-binary cannot be conjured as contributors to epistemology, theory, methodology, pedagogy, leadership, or practice. We utilize testimonios to interrogate how these lines were drawn from the everyday of academic life to blur the binary; to conjure the queer in every nook and cranny of experiences until the reification of whiteness, patriarchy, and sexuality is made a mess from which prescribed lines can no longer be drawn. We assert the toll of securing this "way" positioned us in a binary, more often than not, to research about queerness without any overlap in the praxis of queerness in the relationships, institutions, and teaching that guard the landscape of "being" in Educational Leadership. In doing so, we position the (re)membering of our identities at the intersection of Queer and Chicana Feminist theoretical perspectives to theorize a third space to heal and build a leadership practice in our image.

How do school leaders make sense of the mess of the regimes of the normal (Warner, 1993) when they themselves are beyond the norm? While we may be beyond the normal, we are also "awash in the flow of the everyday" (Manalansan, 2018, p. 2). Though we may resist and see ourselves as beyond the norm (Weiser et al., 2019), we are never "in a position of exteriority in relation" (Foucault, 1978, p. 95) to the norms of power. Using data from several different projects collected over the past several years, we conceptualize a new way to consider not only data, but also how embracing new formations of leadership, which may appear messy, can work toward liberatory praxis. Drawing upon our archive of previous projects (DeMartino & Weiser, 2021; Weiser, 2018; Weiser et al., 2019, DeMartino, 2020) that have been published, as well as completed but not-yet-published projects, we funk (Warner, 1993) up our relations to these archives (Cvetkovich, 2003; Manalansan, 2014) to uncover how we have been engaged in the act of making a mess through our research. Parallel to the idea of failure as distinctly queer (Halberstam, 2011),we aim to understand how engaging in the messiness of identity-based research using art and visual methods (Leavy, 2017) can provide pathways forward for educational leaders who are willing to get dirty in order to support members of the educational community who do not fit cleanly into cisheteropatriarchal standards.

Using as a case study the experience of teaching Jane DeLynn's "Leash" (2002), a "pornosophical" novel about a sadomasochistic lesbian relationship, I argue in this essay for the pedagogical value of shock. I argue that shocking works of pornography can unsettle not only students' comfortable understandings of sexuality, but also comfortable assumptions that we as teachers and critics of literature might have about our own practice. Additionally, I use my experience of teaching "Leash" to reflect on the teaching of pornography within the context of literary studies and on the place of written pornography in the growing academic field of pornography studies.

Unexpected conflicts, or eruptions, in class during discussions of controversial issues are not uncommon in the field of English language teaching (ELT). This can be especially true for critical English language teachers who hope to address social justice issues in their classrooms. Existing literature of these events often mentions emotional responses of teachers and students, without fully analyzing the ways in which emotions are processed and constrained around these eruptions. This article examines a homophobic incident during an in-service English language teacher course taught by the author to illustrate ways in which emotions shaped the response to the incident, and how social justice aims can be achieved for critical language teachers in emotionally challenging environments, where there may be competing claims of injustice and narratives of oppression. Drawing on feminist theories of emotion, the case is made for a conceptualization of emotions not as private, individual experiences, but rather as public, socioculturally and materially mediated experiences. Social justice is theorized as an active fight against injustices that cannot be seen as an individual, isolated effort. Implications for critical language educators are shared.