This journey is over… or is it just the beginning?

And it’s out! A collective effort to introduce a wholistic linguistic perspective to the study of sexuality in educational contexts

Linguistic Perspectives on Sexuality in Education: Representations, Constructions and Negotiations

Linguistic Perspectives on Sexuality in Education: Representations, Constructions and Negotiations
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has been published online now. The printed copy will be available in a few weeks’ time.

As per my previous post, I’m immensely grateful to a number of people for making this happen. I write about this in the preface and acknowledgements section:

This book dates back to the 2016 International Gender and Language conference organised at City University of Hong Kong by Brian King. I had the honour of organising a panel Education vis-à-vis language, gender, and sexuality research: global issues, local solutions? featuring talks by Melanie Cooke (London), Allyson Julé (Vancouver), Brian King (Hong Kong), and Marta Mazurek (Poznań). Since it was both well received and uncovered a genuine research niche, Allyson Julé came forward with an invitation to write a book on the subject which I gladly welcomed and will remain forever grateful for her unwavering support and the trust she placed in my academic abilities. A decision was made to focus solely on sexuality in various educational dimensions as this is the genuine newcomer in terms of conceptual as well as social phenomenon. Four years on, I am writing these words in sheer appreciation of the contributors’ efforts to come up with novel perspectives on linguistic analyses of sexuality at schools, universities, in learning materials, conversations, and legal documents. They have made a formidable effort to provide inspiration and guidance for those looking to familiarise themselves in the state-of-the-art research or making their first steps in the linguistic analysis of sexuality in education. This collection offers both theoretical and practical takes on how, why and with whom to conduct innovative and socially meaningful and responsible research projects with a clear political agenda – making studying, learning, and teaching a more welcoming and diversity-embracing space for everyone.
Apart from the contributors, I would like to express my deepest gratitude to Palgrave editors, Cathy Scott and Alice Green, for their willingness to accommodate my numerous requests and being of outmost assistance whenever I required this. I also want to extend my gratitude to Allyson Julé and Helen Sauntson, the Palgrave Studies in Language, Gender and Sexuality series editors, for being supportive of my ideas and sharing their valuable know-how with me. Last but not least, my heartfelt thanks go to Jane Sunderland, who introduced me to the fascinating word of linguistics and education and to whom I will remain forever grateful for everything she has done for me.

Hope this publication will foster a more inclusive thinking and consequently praxis in educational bills, curricula creation, teacher education and development as well as the actual praxis.

The e-copy is available here.

Should you wish to review the book, please get in touch with me – I’m happy to arrange it with the publisher.