Background: Pedagogical approaches to learning about LGBTQI+ themes and experiences remain a largely understudied topic in teacher education. This is partly due to anxieties around exploring these themes in nuanced and sensitive ways, with many teacher educators feeling ill-equipped to navigate the complexities of exploring so-called…

Background/Context: Within critical research broadly, scholars increasingly turn to stories and storytelling to pursue equity in educational contexts. Such scholarship does, however, primarily focus on the composition or creation of stories. Expanding the scope of storytelling research, this article turns to queer and trans knowledges to highlight…

Educators are increasingly facing questions around LGBTQ+ equity and belonging in their practice, and they may struggle to identify a position that does justice to the weight of these matters. Those with limited training and experience in LGBTQ+ equity work may find that relying on popular opinion or a search engine to develop answers feels…

Background/Context: Although the study of elite schools has been quite popular in recent years, elite all-boys schools in the United States have largely remained outside the gaze of researchers. Purpose: Two stories are presented to identify possibilities for advancing gender justice in those schools. Methods: Drawing on interview data of…

Background: Within the context of high school student clubs, the acronym "GSA" originally stood for "Gay-Straight Alliance." It described gay and straight youth working as allies to learn about themselves and each other's lives and to navigate and address interpersonal and institutional anti-LGBTQ school policies and practices.…

Context/Background: This article provides an introduction to the special issue. It includes an overview of a collection of articles from scholars across the globe who are committed to deepening an understanding of the experiences of trans students and gender-expansive education in schools. The special issue grew out of concerns about the need to…

Background/Context: In Ontario, and Canada more broadly, anti-discrimination on the basis of gender identity and gender expression is enshrined in the Ontario Human Rights Code and the Canadian Charter of Rights and Freedoms, which have required schools to address trans inclusion. However, the ways in which educators understand or enact these…

Background/Context: This article is drawn from a doctoral research study that involved co-research between as adult trans academic and their child, a nonbinary 11-year-old. It mounts an epistemic challenge to education that assumes children to be cis, and either boys or girls. GIaNT children (Gender Independent, and Nonbinary, Trans) are often…

Background/Context: Trans studies provides onto-epistemological, theoretical, ethical, and political frameworks that have a particular application for studies in education, and specifically for educators in schools, that remains largely unexplored or unelaborated. Within a context of resurgent right-wing extremism that fuels anti-trans and white…

Background/Context: While trans adults in the U.S. and Canada report higher levels of discrimination and harassment than cisgender adults, but the existing literature lacks comprehensive descriptions of trans school workers' believes about what would improve working conditions, satisfaction, and safety. Purpose: We interrogate systemic forces…

Background/Context: Throughout the past decade increasing numbers of trans children are being supported in childhood, with schools in countries across the world tasked with educating a generation of (known) trans pupils. Schools can adopt diverse approaches to inclusion or exclusion of trans pupils, with consequences for trans children's…

Background/Context: In recent years, numerous, ongoing moral panics with respect to the acknowledgment of gender and sexuality diversity within curriculum/ policies have done considerable damage to Australian educators' confidence and capacity to support gender and sexuality diverse students. Trans/gender-diverse students have been specifically…

Many teacher education programs are committed to social justice. This commentary argues that gender-expansive education--teaching that opens up, democratizes, and complicates our understandings of gender, gender identity, and gendered embodiment in our classrooms in ways that make space for all kinds of students--must be meaningfully,…

Background/Context: In recent years, youth agency has become more prevalent in education research, with many scholars agreeing that youth agency is highly contextual, reliant on multiple forces, and inextricably connected to social identity. However, relatively few studies have explored the agency of Black LGBTQ+ youth and how these youth…

Background/Context: The experiences of trans students in all-gender bathrooms are largely underexplored, as is the trans-activism by students to procure these spaces. Additionally, the role of teachers in supporting the creation of these spaces is largely absent from research regarding bathroom spaces. Purpose: This article elucidates the impact…