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Unpacking the Islamophobic & queerphobic logics of the sexuality education classroom: what might queer joy praxis offer?

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Title: Unpacking the Islamophobic & queerphobic logics of the sexuality education classroom: what might queer joy praxis offer?
Authors: Mohammad, Hafsah1 (AUTHOR), Burkholder, Casey2 (AUTHOR) casey.burkholder@concordia.ca, Keehn, Melissa3 (AUTHOR)
Source: Gender & Education. Oct2025, Vol. 37 Issue 7, p811-829. 19p.
Subject Terms: *Sex education, *Cultural pluralism, Islamophobia, Homophobia, Identity politics, Settler colonialism
Geographic Terms: New Brunswick
Abstract: How might invoking queer joy praxis address antiqueer, Islamophobic, and settler colonial carceral logics in sexuality education classrooms? In this paper, we delve into the rise of queerphobic and transphobic policies and rhetoric, alongside growing homonationalist and Islamophobic discourses in New Brunswick, Canada. Using data emerging from five participatory visual workshops with 67 sexuality education teachers collected from 2022-2024, we explore how teachers seemed challenged to reconcile their sexuality education practice with the religious, cultural, and queer diversities that exist in their classrooms. Reflecting on these findings, we invoke the notion of queer joy praxis to confront the Islamophobic logics that emerged across the data. We seek to contribute to a more nuanced understanding of how religious, cultural, and queer diversities operate in and around sexuality education classrooms, considering how they might be reframed into spaces of joyful queer futures, accessible to all students, in all their multitudes. [ABSTRACT FROM AUTHOR]
Copyright of Gender & Education is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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  Data: *<searchLink fieldCode="DE" term="%22Sex+education%22">Sex education</searchLink><br />*<searchLink fieldCode="DE" term="%22Cultural+pluralism%22">Cultural pluralism</searchLink><br /><searchLink fieldCode="DE" term="%22Islamophobia%22">Islamophobia</searchLink><br /><searchLink fieldCode="DE" term="%22Homophobia%22">Homophobia</searchLink><br /><searchLink fieldCode="DE" term="%22Identity+politics%22">Identity politics</searchLink><br /><searchLink fieldCode="DE" term="%22Settler+colonialism%22">Settler colonialism</searchLink>
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  Data: How might invoking queer joy praxis address antiqueer, Islamophobic, and settler colonial carceral logics in sexuality education classrooms? In this paper, we delve into the rise of queerphobic and transphobic policies and rhetoric, alongside growing homonationalist and Islamophobic discourses in New Brunswick, Canada. Using data emerging from five participatory visual workshops with 67 sexuality education teachers collected from 2022-2024, we explore how teachers seemed challenged to reconcile their sexuality education practice with the religious, cultural, and queer diversities that exist in their classrooms. Reflecting on these findings, we invoke the notion of queer joy praxis to confront the Islamophobic logics that emerged across the data. We seek to contribute to a more nuanced understanding of how religious, cultural, and queer diversities operate in and around sexuality education classrooms, considering how they might be reframed into spaces of joyful queer futures, accessible to all students, in all their multitudes. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Gender & Education is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=188100487
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        Value: 10.1080/09540253.2025.2544534
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      – Code: eng
        Text: English
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        Type: general
      – SubjectFull: Cultural pluralism
        Type: general
      – SubjectFull: Islamophobia
        Type: general
      – SubjectFull: Homophobia
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      – SubjectFull: Identity politics
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      – SubjectFull: Settler colonialism
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      – SubjectFull: New Brunswick
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      – TitleFull: Unpacking the Islamophobic & queerphobic logics of the sexuality education classroom: what might queer joy praxis offer?
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              M: 10
              Text: Oct2025
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