book series

Book Series Editor

​Spaces In-between: Beyond Binary Gender Identities and Sexualites 
Teachers College Press
​ Click here for more information
This new series supports stakeholders in educational contexts to understand the current and indeterminate nuanced complexities of gender identities and/or sexualities within preK-12 and university educational settings. The series foci are on high-leverage practices that range across myriad topics and practices, including—but not limited to—theory into practice; applications of pedagogy; strategies to shift mindsets, beliefs, attitudes, and practices; policy analysis and pragmatics for change; and how youth are generating change and shifting landscapes. Unique to this series is how the research remains in an on-going and distinct state of conversation with students’ voices and actions, which both teach and mediate how key school stakeholders can leverage literacy practices of these students and put into practice these illuminations.

please contact me if you are interested in discussing an idea for the series
Advisory Board

Dr. Mollie Blackburn
Dr. Cati de los Rios
Dr. Mario Itzel Suarez
Dr. Jamison Green 
Dr. Kevin Kumashiro
Dr. Kevin Lawrence Henry
Dr. Darrell Hucks
Dr. Bettina Love
Dr. Rigoberto Marquez
Dr. Danny C. Martinez
Dr. Cris Mayo
Dr. Erica Meiners
Dr. sj Miller
Dr. Kristen Renn
Dr. Susan Stryker
Dr. Eve Tuck
Dr. Cynthia Tyson
Dr. Boni Wozolek
Dr. Hirokazu Yoshikawa
Book Series Co-editor

Social Justice Across Contexts in Education 
Peter Lang
Click here for the CFM

Social Justice Across Contexts in Education addresses how teaching for social justice, broadly defined, mediates and disrupts systemic and structural inequities across early childhood, K-12 and postsecondary disciplinary, interdisciplinary and/or transdisciplinary educational contexts. This series includes books exploring how theory informs sustainable pedagogies for social justice curriculum and instruction, and how research, methodology, and assessment can inform equitable and responsive teaching. The series constructs, advances, and supports socially just policies and practices for all individuals and groups across the spectrum of our society’s education system. The series provides sustainable models for generating theories, research, practices, and tools for social justice across contexts as a means to leverage the psychological, emotional, and cognitive growth for learners and professionals. It positions social justice as a fundamental aspect of schooling, and prepares readers to advocate for and prevent social justice from becoming marginalized by reform movements in favor of the corporatization and de-professionalization of education. The over-arching aim is to establish a true field of Social Justice Education that offers theory, knowledge, and resources for those who seek to help all learners succeed. It speaks for, about, and to, classroom teachers, administrators, teacher educators, education researchers, students, and other key constituents who are committed to transforming the landscape of schools and communities.

​please contact me if you are interested in discussing an idea for the series
Column Editor
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​ English Journal "Beyond Binary Gender Identities"

please contact me if you are interested in discussing an idea for the column