This book offers a powerful manifesto for schools to articulate a different vision of education that looks beyond exam success.

This book addresses an emerging and vital field of scholarship, which deals with transgender- and gender-expansive-informed education, policy, and practice. The collection provides a framework for thinking about the relevance of Transgender Studies for the field of education and specifically for K-12 schooling contexts. It argues for the need to engage transgender-informed epistemologies and provides insight into trans-affirmative education research, policy contexts, and practices with the view to generating knowledge about how the experiences of transgender and non-binary youth, gender non-conformity, and gender-creative expression are being addressed in the education system. Topics addressed range from trans-informed policy analysis and enactment across various contexts to addressing central concerns and polemics related to the policing and regulation of students’ gender identities and expression, with respect to washroom space in schools and the use of gender-neutral pronouns. The book is timely and pertinent, especially given that transphobia and addressing gender justice in the education system have been identified as significant human rights issues which require urgent intervention. Overall, this collection points to both the productive potentialities of this emerging body of research, and the limitations and challenges that need to continue to be addressed in the realization of a commitment to enacting a critical trans politics in education. This book was originally published as a special issue of Gender and Education.

"Trans and gender expansive youth deserve safe and empowering spaces to engage in high quality school music experiences. Supportive music teachers ensure that all students have access to ethically and pedagogically sound music education. In this practical resource, authors Matthew Garrett and Joshua Palkki encourage music educators to honor gender diversity through ethically and pedagogically sound practices. Honoring Trans and Gender Expansive Students in Music Education is intended for music teachers and music teacher educators across choral, instrumental, and general music classroom environments. Grounded in theory and nascent research, they provide historical and social context, and practical direction for working with students who inhabit a variety of spaces among a gender identity and expression continuum. Trans and gender expansive students often place their trust in music teachers, with whom they have developed a deep bond over time. It is essential, then, for music teachers to understand how issues of gender play out in formal and informal school music environments. Stories of trans and gender expansive youth and their music teachers anchor practical suggestions for honoring students in school music classrooms and in more general school contexts. Part I of the book establishes the context needed to understand and work with TGE persons in school music settings by presenting essential vocabulary and foundational concepts related to trans and gender identity and expression. Part II focuses on praxis by connecting research and teaching pedagogy to practical applications of inclusive teaching practices to honor trans and gender expansive students in school music classrooms"--

A conceptual and practical toolkit for creating learning processes with the help of interventions in workplaces, schools and communities.

This book challenges standard notions of expertise. In today's world, truly effective expertise is built on fluid collaboration between practitioners from multiple backgrounds. Such collaborative expertise must also be transformative, must be able to tackle emerging new problems and changes in its organizational framework. Engeström argues that the transition toward collaborative and transformative expertise is based on three pillars: expertise needs to be understood and cultivated as a collective activity; expertise needs to be built on flexible knot-working among diverse practitioners; and expertise needs to be fostered as the expansive learning of models and patterns of activity that are in progress. In this book, Engeström recasts expertise as fluid collaboration on complex tasks that requires envisioning the future and mastering change.