Abstract
After a (brief) period of time in which movements for equity and justice in K-12 schools had been winning and had seen sustained building for gender and sexual diversity (GSD) justice efforts in schools, calls for queer and trans erasure are not only back but are being instantiated in laws and policies on both sides of the Canada-U.S. border, and in other contexts around the world. These efforts, however, come far too late as students are demanding livable queer and trans lives in the schools where they are legally required to spend most of their days, supported by queer and trans adults within and outside of schools including researchers, community workers and family members. This special issue brings together thoughtful peer-reviewed scholarship and ‘from the field’ accounts that address various forms of advocacy, activism, and resistance by students, educators, and researchers to harmful policies and practices in schools across the United States, Canada, and Australia. Against coordinated and polarized backlash, the authors and participants represented across the special issue show without a doubt that queer and trans people remain loud, proud, rooted, and resisting in our schools and school communities. To quote the late, beloved Miss Major Griffin Gracy, “we are still fucking here” and we always will be no matter what.
Methodological Approach
Theoretical or Conceptual
DOI
https://doi.org/10.60808/ksqr-0h72
Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial-No Derivative Works 4.0 International License.
Recommended Citation
Meyer, E. J., & Airton, L. (2026). Editors’ Introduction: Loud, Proud, Rooted, and Resisting – Activism and Advocacy in Tough Times. Journal of Queer and Trans Studies in Education, 3(2). https://doi.org/10.60808/ksqr-0h72
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Included in
Education Commons, Gender and Sexuality Commons, Lesbian, Gay, Bisexual, and Transgender Studies Commons
