Out of the Closet and into the Classroom: Reassessing the Boundaries of Gender and Sexual Minorities in Comparative and International Education

Previous articleNext article FreeCall for PapersOut of the Closet and into the Classroom: Reassessing the Boundaries of Gender and Sexual Minorities in Comparative and International EducationOren Pizmony-Levy, Wenli Liu, Carla Moleiro, Thabo Msibi, Marcos Nascimento, and Jacqueline UllmanOren Pizmony-Levy Search for more articles by this author , Wenli Liu Search for more articles by this author , Carla Moleiro Search for more articles by this author , Thabo Msibi Search for more articles by this author , Marcos Nascimento Search for more articles by this author , and Jacqueline Ullman Search for more articles by this author Full TextPDF Add to favoritesDownload CitationTrack CitationsPermissionsReprints Share onFacebookTwitterLinked InRedditEmailQR Code SectionsMoreThe study of human sexuality and of the feelings, thoughts, attractions, and behaviors associated with it is on the rise across the humanities and social sciences. Scholars now approach human sexuality not only as a psychological but also as a socially constructed and organized phenomenon. This trend is evident in the field of education, in which scholars have documented the experience of sexual minorities (i.e., lesbian, gay, bisexual, transgender, LGBTQ+) in schools and higher education institutions. The representation of sexual minorities throughout the curriculum, the enforcement/policing of heteronormativity in education, and the role of social movements in challenging the status quo are areas of commentary and analysis. Much of this research, however, has focused on the United States and other Western countries.In recent years, there has been increasing international attention to the experiences of LGBTQ+ students in schools and a growing concern regarding anti-LGBT violence and bias directed at youth as a serious human rights issue and a barrier to global development goals (Kosciw and Pizmony-Levy 2016). Over the past decade, UNESCO has articulated a need for more research on LGBTQ+ students globally, particularly in developing countries, and begun to host new initiatives, including the first ever international consultation on homophobic and transphobic bullying in schools, which was accompanied by two related publications (UNESCO 2012a, 2012b). This development is also evident in the Comparative and International Education Society (CIES).The year 2018 marked the 10-year anniversary of the first panel on LGBTQ+ youth at the 2008 CIES Conference in New York. The first panel, which included presentations from NGOs and academics working in four Western countries (Canada, Israel, United Kingdom, and United States), sought to advance knowledge by examining the similarities and differences regarding the experiences of LGBTQ+ students and by situating these experiences in larger cultural and political contexts. Similar panels were organized in 2010 and each year since 2012. These engagements have led to the establishment of a special interest group (SIG) dedicated to sexual orientation, gender identity, and expression (SOGIE). Yet, the number of publications on sexualities or LGBTQ+ people in international and comparative education journals remains very low. This is also the case with Comparative Education Review, in which discussion of LGBTQ+ issues has been particularly limited (Easton 2015; Nordtveit 2017).The Comparative Education Review special issue on genders and sexualities seeks to gain insights from scholars in the field who examine the intersection of sexualities and education in hopes of increasing research on this topic. The editors are interested in empirical studies—qualitative, quantitative, and mixed method—that focus on the experience of sexual minorities in educational settings and in the educational development world. We also seek papers exploring the intersection of sexualities and policy/practice, globalization and migration, and social movements. Book and media (e.g., virtual archives, motion pictures, websites) reviews, as well as essay reviews (integrating multiple media sources), connected to sexualities, genders, and education are also strongly encouraged. The editors of the special issue adopt a broad, interdisciplinary perspective covering the whole of the social sciences, cultural history, cultural anthropology, and social geography, as well as gender studies and queer, lesbian, and gay studies.This special issue of CER is scheduled to be published in April 2022. To be considered for publication, manuscripts should be submitted via CER’s online submission system by January 15, 2021; earlier submission is encouraged. See the CER website (https://www.journals.uchicago.edu/CER/instruct.htm) for instructions in preparing and submitting manuscripts. The guest editor, Oren Pizmony-Levy (Teachers College, Columbia University, United States), and the guest editorial board—Wenli Liu (Beijing Normal University), Carla Moleiro (ISCTE–University Institute of Lisbon, Portugal), Thabo Msibi (University of KwaZulu-Natal, South Africa), Marcos Nascimento (Oswaldo Cruz Foundation [Fiocruz], Brazil), and Jacqueline Ullman (Western Sydney University, Australia)—will read all submissions and send out for blind, external review those manuscripts deemed to be developed sufficiently to warrant such review. Please address any questions you may have about this special issue to the CER managing editors at [email protected].ReferencesEaston, P. B. 2015. “Comparative Education Review Bibliography 2014: Catching Up with the Rapid Growth of the Field.” Comparative Education Review 59 (4): 743–64.First citation in articleLinkGoogle ScholarKosciw, J. G., and O. Pizmony-Levy. 2016. “International Perspectives on Homophobic and Transphobic Bullying in Schools.” Journal of LGBT Youth 13 (1–2): 1–5.First citation in articleCrossrefGoogle ScholarNordtveit, B. H. 2017. “CER News: Sexual Diversity, Marginalization, and the Comparative Education Review.” CIES Perspective. http://www.cies.us/.First citation in articleGoogle ScholarUNESCO (United Nations Educational, Scientific and Cultural Organization) 2012a. Education Sector Responses to Homophobic Bullying. Good Policy and Practice in HIV and Health Education 8. Paris: UNESCO.First citation in articleGoogle ScholarUNESCO (United Nations Educational, Scientific and Cultural Organization) 2012b. Review of Homophobic Bullying in Educational Institutions. Paris: UNESCO.First citation in articleGoogle Scholar Previous articleNext article DetailsFiguresReferencesCited by Comparative Education Review Volume 65, Number 1February 2021 Sponsored by the Comparative and International Education Society Article DOIhttps://doi.org/10.1086/714567 Views: 300 © 2021 by the Comparative and International Education Society. All rights reserved. Crossref reports no articles citing this article.

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