Queer Studies and Education: An International Reader explores how the category queer, as a critical stance or set of perspectives, contributes to opportunities individually and collectively for advancing queer social justice within the context and concerns of schooling and education. The collection takes up this general goal by presenting a cross-section of international perspectives on queer studies in education to demonstrate commonalities, differences, uncertainties, or pluralities across a diverse range of national contexts and topics, drawing a heightened awareness of heterodominance and heteropatriarchy, and to conceptualize non-normative and non-essentialist imaginings for more inclusive educational environments. Collectively, the chapters critically engage with heteronormativity and normativity more generally as a political spectrum, over a broad range of formal and informal sites of education, and against a backdrop of critiques of liberalism and neoliberalism as the frameworks through which "achievable" social change and belonging are fostered, particularly within educational settings. Taken together, the chapters assembled in Queer Studies and Education invite researchers, scholars, educators, activists, and other cultural workers to examine the multiplicity of contemporary (international) work in queer studies and education with readers' interpretations of queer's deployment across the chapters forming the compass for which to arrive at fresh insights and forms of queer critical praxis.

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Robert C. Mizzi is an Assistant Professor in the Faculty of Education at the University of Manitoba. His current research interests largely focus on two areas: LGBTQ educators and educators who cross borders to work in foreign contexts. Robert examines the lives of these groups of educators in both K-12 and adult learning contexts. He has published over 35 chapters, articles and reviews in journals and books, such as the Journal of Homosexuality and Journal of Peace Education. He has also published three books that focus on educator and social development, including the edited book Breaking Free: Sexual Diversity and Change in Emerging Nations (QPI Publications/Lambda Foundation). Robert is a Research Associate for the Arthur Mauro Centre for Peace and Justice (University of Manitoba) and Perspectives Editor (Adult Education) for the journal New Horizons in Adult Education and Human Resource Development. For more information on Robert’s background, please visit www.robertmizzi.com.

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Wendy Faith is currently pursuing PhD studies in the Department of English at the University of Calgary.

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"Queer Studies and Education: An International Reader showcases the rich pathways through which queer studies in education is currently travelling - regionally, theoretically, and practically. The collection is deliberately future oriented; readers who engage this text will be inspired to take queer studies elsewhere. It will stimulate thinking and debate among undergraduates and postgraduate students across diverse disciplines and country contexts." --Mary Lou Rasmussen, Australian National University, Canberra, Australia

"Advocates and activists focused on inclusion and accommodation of sexual and gender differences in schooling, teacher education, and other educational domains will find this eclectic edited book useful to build knowledge and understanding of queer and trans identities and issues in racial and other intersections and in global contexts. In doing so, this book places student integrity and agency at the heart of education." --Andre P. Grace, University of Alberta, Edmonton, Canada

"This book takes us on a fascinating journey across various countries, shedding light on queer perspectives in education. It engages with the potential of queer as a critical approach to foster just and ethical relations in education. Each chapter in the book provides direction for further possibilities and alternate ways of imagining education for a queer-to-come future. It is essential reading for academics and students working to end heteropatriarchal dominance and oppression and provides fresh insights for this endeavor." --Deevia Bhana, University of KwaZulu-Natal, South Africa