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"I Don’T Know That You Can Do That Anywhere Else": The Role Rural College Towns Play In The Formation Of Queer Identity, Amy Mcdowell, Ryan J. Parsons, Julia Kraus Jun 2026

"I Don’T Know That You Can Do That Anywhere Else": The Role Rural College Towns Play In The Formation Of Queer Identity, Amy Mcdowell, Ryan J. Parsons, Julia Kraus

Journal of Queer and Trans Studies in Education

Challenging dominant narratives suggesting that rural spaces are inhospitable to LGBTQ+ identities, this study examines how queer individuals navigate space, rurality, and queerness in Oxford, Mississippi, a historically conservative college town. Drawing on oral histories from the Queer Mississippi digital archive, we argue that rural institutions of higher learning (rural IHLs) and the college towns they are embedded in serve as critical sites of queer identity formation. The rural college town provides a unique space where LGBTQ+ individuals from both within and outside the South navigate self-discovery, social networks, and belonging. We highlight the transformative role of these spaces in …

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“I Don’T Think We Do A Good Enough Job Acknowledging How Much This Space Is Needed By The Adults”: Making Intergenerational Futures At Camp Fyrefly, Ontario Ontario, Mayera Chazan, Megan Hill, Rachael Nicholls, Ziysah Von Bieberstein May 2026

“I Don’T Think We Do A Good Enough Job Acknowledging How Much This Space Is Needed By The Adults”: Making Intergenerational Futures At Camp Fyrefly, Ontario Ontario, Mayera Chazan, Megan Hill, Rachael Nicholls, Ziysah Von Bieberstein

Journal of Queer and Trans Studies in Education

This paper examines the liberatory potential of intergenerationality at Camp fYrefly, Ontario—an overnight summer camp for 2SLGBTQIA+ youth that is unique within its rural region. In 2023, we conducted research in partnership with Camp fYrefly, including one arts-based workshop, two focus groups, and five key informant interviews. The analysis explores one core finding: participants experience this youth-focused program as an intergenerational future-building project. Extending scholarship on queering mentorship, generativity, and futurity, the article concludes that Camp fYrefly’s intergenerationality binds past, present, and future in the collective project of queering education and making better futures possible. Intergenerationality is also what sustains …

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Learning To Get Out Of The Wing - The Motivations Of Learners Incarcerated In Québec Provincial Prisons, Frédérick Armstrong May 2026

Learning To Get Out Of The Wing - The Motivations Of Learners Incarcerated In Québec Provincial Prisons, Frédérick Armstrong

Journal of Prison Education Research

41 men and women incarcerated in the Québec provincial prison system were asked why they enrolled in educational activities. Relying on self-determination theory’s to describe and categorize their motivations, we found that most respondents had extrinsic motivations to participate in educational activities and that only three respondents could be described as intrinsically motivated. Respondents joined programmes to escape boredom, to receive financial compensation or to receive some other benefits; not for the pleasure of learning. These results are different from other research reporting that a majority of incarcerated learners were intrinsically motivated. After addressing this contrast and arguing that it …

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Commonwealth Times 2026-04-29 Apr 2026

Commonwealth Times 2026-04-29

Commonwealth Times, 1969-

No abstract provided.

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Book Review – The Fierce Methodology Of Fierce, Fabulous, And Fluid: How Trans High School Students Work At Gender Nonconformity, Robyn Tomiko Apr 2026

Book Review – The Fierce Methodology Of Fierce, Fabulous, And Fluid: How Trans High School Students Work At Gender Nonconformity, Robyn Tomiko

Journal of Queer and Trans Studies in Education

This book review of Fierce, Fabulous, and Fluid explores the methodological fidelity with which LJ Slovin centers gender non-confirming youth during a year-long ethnographic study in a high school. The focus of this review is on the mechanism of rigorous accountability of teachers that Slovin employs in order to hold themselves and their work accountable to the youth who participated in the study.

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The Risk Of Risk, Julia Sinclair-Palm, Lj Slovin Apr 2026

The Risk Of Risk, Julia Sinclair-Palm, Lj Slovin

Journal of Queer and Trans Studies in Education

For decades, research centered on risk narratives as a strategy to compel safety interventions in schools. In this report, we query the left’s continued attachment to this discursive positioning of trans youth and ask: what are the implications of relying on an articulation of trans youths’ right to exist in relation to risk in order to advocate for resistance? Drawing on queer and trans theory, we argue that research about trans youth is trapped in an understanding of trans youth as victims in need of saving. We desire responses from the left that are not mired in conservative narratives, and …

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Why Keep The Lgbtqia+ Acronym Together – "Wouldn't It Just Be Best To Split The Acronym?", Kim Andreassen, Bri Mckenzie, Julian Chen, Wendy Cumming-Potvin Apr 2026

Why Keep The Lgbtqia+ Acronym Together – "Wouldn't It Just Be Best To Split The Acronym?", Kim Andreassen, Bri Mckenzie, Julian Chen, Wendy Cumming-Potvin

Journal of Queer and Trans Studies in Education

Drawing on the authors' reflections after hosting a community launch event that shared outcomes from research about LGBTQIA+ inclusion in K-12 education in Western Australia, this report examines the importance of keeping the LGBTQIA+ acronym together, emphasizing its role in promoting inclusion, intersectionality, and equitable education. Global legislative actions targeting gender-diverse and queer youth, such as recent restrictive laws in the United States, threaten the fundamental right to education and undermine efforts toward achieving the United Nations' Sustainable Development Goal 4 of quality education for all. Utilizing relevant education literature, researchers' reflections and introspective questions, this report stressed the interconnectedness …

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From The Field: Lessons From Saskatchewan, J Wallace Skelton, Ashlee Sandiford, Alex Schmidt, Hannah Paul Apr 2026

From The Field: Lessons From Saskatchewan, J Wallace Skelton, Ashlee Sandiford, Alex Schmidt, Hannah Paul

Journal of Queer and Trans Studies in Education

Just before the 2023-2024 school year, Saskatchewan enacted transphobic school policy and then legislation. Four Saskatchewan educators describe the ways this legislation has impacted them, their students and their colleagues, and ways they are engaging in resistance through activism, pedagogy and research.

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“No (My Parents Can’T Know I’M Trans)…For Now:" Resisting Anti-Transgender Backlash In Schools Through A Policy Experiment, Lee Airton, Mik Turje Apr 2026

“No (My Parents Can’T Know I’M Trans)…For Now:" Resisting Anti-Transgender Backlash In Schools Through A Policy Experiment, Lee Airton, Mik Turje

Journal of Queer and Trans Studies in Education

This From the Field account describes an intervention we and our colleagues offered in the Canadian culture war surrounding transgender children and youth, as clinical and research experts on K-12 education policy and supports for transgender youth and their parents. In 2023, following comprehensive review by K-12 school administrators, lawyers and experts in child welfare, we released No For Now (NFN). NFN responded to the impending passage of laws which directly harm transgender youth by essentially forcing them to be outed to potentially unsupportive parents. We suggest that NFN enacts an experimental kind of policy-based resistance to these laws and …

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Pride On The Prairie: Resistance As Pedagogy In Oklahoma, Madelyn D. Evans, Ashley Herndon, Sage A. Mauldin Apr 2026

Pride On The Prairie: Resistance As Pedagogy In Oklahoma, Madelyn D. Evans, Ashley Herndon, Sage A. Mauldin

Journal of Queer and Trans Studies in Education

With an increasing number of attacks on two-spirit, transgender, queer, and gender non-conforming (2STQGNC) students, it is critical to critique the intersecting systems of oppression that work in tandem to eradicate anyone who does not conform to ‘regimes of normalcy,’ particularly cisheteronormativity. In Oklahoma, legislative assaults are taking place to erase 2STQGNC identities and limit civil rights and civil liberties within K-12 schools. This report examines various oppressive policies, highlights student-led resistance as a pedagogical tool, discusses the reciprocal relationship between student activism and community support, and concludes with recommendations for K-12 Educators and 2STQGNC Students.

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Beyond The Binary: Queer And Trans Activism In Ontario French As Second Language (Fsl) Classrooms, Robert Grant, Elm Allister Apr 2026

Beyond The Binary: Queer And Trans Activism In Ontario French As Second Language (Fsl) Classrooms, Robert Grant, Elm Allister

Journal of Queer and Trans Studies in Education

Drawing from data from a larger doctoral study, this “from the field” report showcases the activist and pedagogical practices of two queer and trans/nonbinary French as a second language (FSL) teachers in Ontario, Canada. Through detailed accounts from elementary and secondary FSL classrooms, we demonstrate activism through empowering (using students’ pronouns and bringing in multiple identities in pedagogical resources), disrupting (challenging assumptions about "normal" identities and families), and resisting (parents' and stakeholders' homophobic and transphobic rhetoric). Our experiences reveal that proactive, consistent integration of 2SLGBTQIA+ representation throughout the classroom discourse minimizes student resistance, particularly in elementary settings where children readily …

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Pedagogies Of Heart/Break: Nurturing Trans Resistance Through Beloved Witnessing, Page Valentine Regan Apr 2026

Pedagogies Of Heart/Break: Nurturing Trans Resistance Through Beloved Witnessing, Page Valentine Regan

Journal of Queer and Trans Studies in Education

This article calls for spiritual activism on behalf of trans young people. Drawing from the narratives and perspectives of a group of trans young adults of Color situated in the Southeastern United States, the author encourages pedagogies of heart/break. Such a pedagogical position requires a service-based orientation to education, rooted in beloved witnessing. Rather than affinity spaces, political action, or cerebral understanding, beloved witnessing may prove to be a more reliable condition for healing and self-actualization, especially in support of a trans of Color future in educational research, practice and places of learning.

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Rural School Counselors Supporting Queer Students In The Southeastern United States, Harley Devon Locklear, Damaris Bates Apr 2026

Rural School Counselors Supporting Queer Students In The Southeastern United States, Harley Devon Locklear, Damaris Bates

Journal of Queer and Trans Studies in Education

This article aims to explore the storied experiences of school counselors who actively, overtly and covertly resist the oppression of queer students within rural schools throughout the Southeastern United States. Narrative Inquiry was the research methodology utilized to collect, interpret, and reconstruct these stories, culminating in the synthesization of six overarching themes capturing the factors contributing to and limiting the advocacy efforts of rural school counselors: View of Role, Counselor Self-Efficacy, Stakeholder Push-back, Services Offered, Advocacy Efforts, and Training and University Support. Implications for school counselors, counselor education program, and school administers are also discussed in relation to improving …

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Engines For Activism: Gsa Advisors Sparking Student Activism For Lgbtq+ Equity, Elizabeth J. Meyer, Rebecca Grace Kaplan, Erin Kurtz Apr 2026

Engines For Activism: Gsa Advisors Sparking Student Activism For Lgbtq+ Equity, Elizabeth J. Meyer, Rebecca Grace Kaplan, Erin Kurtz

Journal of Queer and Trans Studies in Education

This article reports on a study on educators supporting student activism for LGBTQ+ equity in schools. The research questions we address are: What impacts do activist-educators have on the activities of the students in their GSA (Genders & Sexualities Alliance)? In what ways do activist-educators support student activism for LGBTQ+ equity? Based on in-depth interviews with seven educators in Colorado, we use grounded theory to present a conceptual model called “Engines for Activism” (EFA). We share data that explain how student and educator interactions within the space of a student club led by an educator-activist can drive advocacy and activism …

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Knowledgemaking As Resistance For Queer Youth, Katie Clonan-Roy, Shereen Naser, Daylun Armstrong, Mars Bonilla-Gilgenbach, Thomas Haynes, Rae Jackson, Liz Goncy, Kimberly Anne Fuller Apr 2026

Knowledgemaking As Resistance For Queer Youth, Katie Clonan-Roy, Shereen Naser, Daylun Armstrong, Mars Bonilla-Gilgenbach, Thomas Haynes, Rae Jackson, Liz Goncy, Kimberly Anne Fuller

Journal of Queer and Trans Studies in Education

In an era of increasing anti-LGBTQ+ legislation, queer youth continue to resist oppressive systems through knowledge-making and collective action. In this paper, we explore the transformative nature of liberatory knowledge making for sexual and gender diverse (SGD) youth, which can foster youth’s capacity for resistance work against systems that would otherwise harm them. The paper focuses on a program called Youth Research for Social Change (YRSC) program, where youth and adult co-conspirators engaged in participatory action research to challenge dominant narratives, develop critical consciousness, and foster a sense of community. We explore key tenets of liberatory knowledgemaking—community and solidarity, criticality, …

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“You Can’T Ban That!”: Lgbtq+ Youth Of Color Speak Back To Book Bans In Utah, Sonny Partola, Leticia Alvarez Gutiérrez Apr 2026

“You Can’T Ban That!”: Lgbtq+ Youth Of Color Speak Back To Book Bans In Utah, Sonny Partola, Leticia Alvarez Gutiérrez

Journal of Queer and Trans Studies in Education

This article explores how LGBTQ+ youth of color (LGBTQ+ YOC) in Utah perceive anti-LGBTQ+ book bans amid a hostile sociopolitical climate. Drawing from a critical ethnographic study at a public high school, and guided by Queer of Color Critique, we examine how censorship, heteronormativity, and White Christian nationalism shape book bans. Youth participants described such bans as mechanisms of erasure and harm that restrict access to affirming literature and reinforce marginalization, while also revealing contradictions in schools’ promotion of literacy alongside censorship. Despite these harms, participants resisted erasure—asserting visibility, belonging, and intellectual freedom. This study contributes to scholarship on censorship …

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Editors’ Introduction: Loud, Proud, Rooted, And Resisting – Activism And Advocacy In Tough Times, Lee Airton, Elizabeth J. Meyer Apr 2026

Editors’ Introduction: Loud, Proud, Rooted, And Resisting – Activism And Advocacy In Tough Times, Lee Airton, Elizabeth J. Meyer

Journal of Queer and Trans Studies in Education

After a (brief) period of time in which movements for equity and justice in K-12 schools had been winning and had seen sustained building for gender and sexual diversity (GSD) justice efforts in schools, calls for queer and trans erasure are not only back but are being instantiated in laws and policies on both sides of the Canada-U.S. border, and in other contexts around the world. These efforts, however, come far too late as students are demanding livable queer and trans lives in the schools where they are legally required to spend most of their days, supported by queer and …

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Commonwealth Times 2026-04-22 Apr 2026

Commonwealth Times 2026-04-22

Commonwealth Times, 1969-

No abstract provided.

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Editorial Introduction To The Inaugural Issue, David Stone Apr 2026

Editorial Introduction To The Inaugural Issue, David Stone

Research Development Review: The NORDP Journal

On behalf of the Editorial Board, welcome to the inaugural issue of Research Development Review. Writing this statement fills me with joy and a deep sense of collective accomplishment.

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Research Development Personas: Beyond The Case Of Many Hats, Melanie Bauer, Joshua Roney Apr 2026

Research Development Personas: Beyond The Case Of Many Hats, Melanie Bauer, Joshua Roney

Research Development Review: The NORDP Journal

Research Development (RD) professionals are often described as wearing “many hats”—a metaphor that reflects the diverse roles and responsibilities they assume to support faculty and institutional research goals. However, this framing does not fully capture the nuanced, relational, and strategic ways RD professionals engage with stakeholders. This article introduces the concept of RD personas to describe six approaches to support used by RD professionals: Consultant, Coach, Collaborator, Connector, Champion, and Creator. Drawing from the authors’ professional experience and recent NSF-funded projects, the article distinguishes these personas as holistic modes of engagement that shape how RD professionals provide support, build capacity, …

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Academic Proposal Management: Expanding The Impact Of Research Development, Faye Farmer, Kellianne Lauer, Tobin Spratte, Huguette Albrecht, Megan Blease Apr 2026

Academic Proposal Management: Expanding The Impact Of Research Development, Faye Farmer, Kellianne Lauer, Tobin Spratte, Huguette Albrecht, Megan Blease

Research Development Review: The NORDP Journal

As a practice, research development encompasses activities that expand innovation and discovery for individuals in academia and industry. Within the research development framework, proposal development refers to activities that support individuals and teams in pursuing funding opportunities. Proposal management encompasses a specific suite of rigorous, reproducible, and structured activities dedicated to preparing a persuasive, coherent, and compliant proposal in response to a funding opportunity. While the approach is scalable, the presence of a skilled professional proposal manager is often reserved for multi-institutional, multi-million-dollar proposals. Proposal management is a well-established profession outside of higher education. Proposal management as a profession has …

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Positioning: A Theoretical Framework For Research Development, Michael J. Spires Apr 2026

Positioning: A Theoretical Framework For Research Development, Michael J. Spires

Research Development Review: The NORDP Journal

A phenomenological examination of the proposal review process suggests that a good idea is a necessary – but not sufficient – condition for securing funding to support research, scholarly, and creative projects. Funders of all sorts and sizes receive thousands of proposals each year, but they can fund only a fraction of those. Experience as a reviewer, and other evidence, suggests that a constellation of intangibles called “positioning,” a concept first articulated in the context of research development circa 2006, plays a significant, frequently determinative role in funding success. This paper builds on Dave Stone’s pioneering work to develop a …

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Making Space To Learn: Prison-Less Places, Nicole Patrie Mar 2026

Making Space To Learn: Prison-Less Places, Nicole Patrie

Journal of Prison Education Research

Diversifying modalities or modes of program delivery inside prisons is necessary and important to increase access to programs; however, this also demands that learning is intended to occur in most places of a prison. In this paper I present the concept prison-less places, relational, temporary places where the prison is less noticeable and where learning becomes possible. Exploring three dimensions of learning, I argue that the existence of prison-less places brings balance to these dimensions and is crucial for learning to occur inside prisons. As the boundaries between program and prison space become more fluid and permeable with modalities …

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From Courtrooms To Classrooms: Experiments In Survival, Justin Surdyka Mar 2026

From Courtrooms To Classrooms: Experiments In Survival, Justin Surdyka

Journal of Prison Education Research

The transformative powers of college-in-prison programs are known, but students get the grave of continued incarceration—even if we are fully rehabilitated. For the college-in-prison student who spends years in classes, degrees and parole denials are synonymous, especially for those of us who have committed violent off enses. We are educated but not redeemed in the eyes of the system. My classmates and I are the degrees behind the denials, the students behind the degrees, the prisoners behind the students, the human beings behind the prisoners who are the reason higher education in prison is praised for being transformative. Yet we …

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Teaching And Learning Math In Prison: A Systematic Review, Giulia De Rocco, Enrico Angelo Emili, Elisa Miragliotta, George Richard Paul Santi, Alessia Muratori Mar 2026

Teaching And Learning Math In Prison: A Systematic Review, Giulia De Rocco, Enrico Angelo Emili, Elisa Miragliotta, George Richard Paul Santi, Alessia Muratori

Journal of Prison Education Research

The paper presents the first results of a systematic review of the literature on mathematics teaching and learning in prison. The paper explores, through a systematic review based on the PRiSMA method, the state of the art on the mathematics teaching-learning in prisons, focusing on theoretical frameworks that identify good educational practices, the role of affective aspects, the focus on inclusiveness and accessibility. The study is part of the LeMP project, 'Learning Math in Prison', which aims at exploring the conditions of mathematics teaching-learning in a prison context.

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Boundless Community: A Developing Disability Arts Movement, Sarah K. Benson, Khaldoun Hijazin, Alaa Qattam, Suha Khuffash Mar 2026

Boundless Community: A Developing Disability Arts Movement, Sarah K. Benson, Khaldoun Hijazin, Alaa Qattam, Suha Khuffash

Journal of Social Theory in Art Education

Over several years, individual organizations in Jordan have been focused on increasing the participation of individuals with disabilities in the arts. Increasing inclusion can provide a powerful tool to create visibility, amplify marginalized voices and disrupt normative narratives. However, these isolated efforts had a limited impact until a cohesive effort borne by a burgeoning community of practice led to the first Amman Arts and Disability Summit. Bringing together youth, artists and gallery owners, the movement leaders are using models of social learning and communities of practice to create a more inclusive arts community. The movement stands on the precipice of …

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Sparks Of Creative Agency In Arts Education: Flashpoints Of Social Injustice To Imagine Otherwise, Sarah Travis, Kendall Crabbe Mar 2026

Sparks Of Creative Agency In Arts Education: Flashpoints Of Social Injustice To Imagine Otherwise, Sarah Travis, Kendall Crabbe

Journal of Social Theory in Art Education

This paper examines how experiences of social injustice can become sparks of creative agency in arts education and thus can lead collective forces towards social justice. Drawing from critical social theoretical perspectives on arts equity, creative agency, and transformational resistance, the authors engage flashpoint methodology to highlight pivotal moments documenting experiences from their respective research studies of youth arts education programs. These pivotal experiential moments—flashpoints—reveal insights into how disruptive and disorienting experiences of social injustice can spark creative agency and facilitate collective movement toward social justice.

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Commonwealth Times 2026-02-18 Feb 2026

Commonwealth Times 2026-02-18

Commonwealth Times, 1969-

No abstract provided.

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Commonwealth Times 2026-02-04 Feb 2026

Commonwealth Times 2026-02-04

Commonwealth Times, 1969-

No abstract provided.

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Review; Rural Education And Queer Identities: Rural And (Out)Rooted, Sara Hall Jan 2026

Review; Rural Education And Queer Identities: Rural And (Out)Rooted, Sara Hall

Journal of Queer and Trans Studies in Education

This book review examines Rural Education and Queer Identities: Rural and (Out)Rooted, edited by Clint Whitten and Amy Price Azano, an interdisciplinary collection that reconceives rural education as a site of queer worldmaking rather than marginalization. Organized around the metaphors of taproots, root systems, and aerial roots, the collection brings together scholarly essays, creative nonfiction, and poetry to challenge dominant narratives that position queerness as incompatible with rural life. The review considers the collection’s implications for pedagogy and place-based education while noting opportunities for further engagement.

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