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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?
Language: English
Authors: Hafsah Mohammad, Casey Burkholder (ORCID 0000-0003-3979-7021), Melissa Keehn
Source: Gender and Education. 2025 37(7):811-829.
Availability: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Peer Reviewed: Y
Page Count: 19
Publication Date: 2025
Document Type: Journal Articles
Reports - Research
Descriptors: Social Bias, LGBTQ People, Sex Education, Educational Policy, Workshops, Faculty Development, Religious Factors, Cultural Influences, Social Attitudes, Foreign Countries, Resistance (Psychology), Racism
Geographic Terms: Canada
DOI: 10.1080/09540253.2025.2544534
ISSN: 0954-0253
1360-0516
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.
Abstractor: As Provided
Entry Date: 2025
Accession Number: EJ1488328
Database: ERIC
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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.
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