Wendy Cumming-Potvin

In the post-digital era, digital and social media have become increasingly intertwined with secondary school students' lives, which demands digital citizenship education to help them avoid the misuse of technology, such as cyberbullying and cybercrime. Despite growing global attention to digital citizenship, little is known about the status of digital citizenship culture, policies, and teachers’ perceptions and practices in secondary schools in developing countries like Bangladesh. This study aims to explore digital citizenship policies and culture in secondary schools in Bangladesh (specifically in Dhaka) and the perceptions of digital citizenship among secondary school teachers.

This study will be grounded in an interpretivist paradigm and guided by the Complex Adaptive Systems and S3 framework of digital citizenship. Adopting a qualitative approach, the study will use a range of methods, including semi-structured interviews, focus groups, and document analysis. Data will be collected through interviews with 20 secondary school teachers from 5 schools and focus group discussions with assistant head teachers and former students in Dhaka via Microsoft Teams. It is anticipated that the findings will contribute to the development of ICT policy, teachers' professional development, curriculum and textbook innovation, and an effective digital citizenship education framework for developing countries like Bangladesh.

The Bloomsbury Handbook of LGBTQIA+ Inclusion in Educational Contexts brings together international contributions in scholarship and coverage, mapping the discipline through theoretical explorations, personal narratives and empirical studies. The handbook focuses on themes that examines Lesbian, Gay, Bisexual, Transgender, and Queer issues including: inclusion in action, engaging teaching spaces, social justice standpoints, student/teacher agency, preservice teacher education, criticality in educative spaces and children and agency. The book provides a crucial lens into educational contexts that fuel or hinder human flourishing, the power of learning spaces and institutional educative standpoints and teaching approaches. Cultural, social and economic injustices that perpetuate cycles of disadvantage and oppressive narratives are explored using different theoretical frameworks that underpin equitable and inclusive educative landscapes.

Stepping into this chapter is to place yourself into a world of queering, creativity, fun, joy, and hope. Here we enact dialogic queering through critical dialoguing as four interdisciplinary academics via our drag personae to help dismantle cis/heteronormativity using an innovative and playful approach. Throughout the process, we dive into our inner drag selves to explore drag pedagogy and its implications for students, parents, and educators. The chapter invites readers to reject standard notions of academic writing and traditional curriculum, embracing the disruption of this norm-resistant approach to educational research, pedagogy, curriculum, and schooling. In this chapter, our drag personae spill the tea on drag pedagogy (Keenan et al., 2023; Keenan & Hot Mess, 2020) as an unconventional educative approach through a focus on play as queer praxis, teaching through aesthetic transformation, inviting strategic defiance, camping it up and embracing shame, and from empathy to embodied kinship.

In a world that is predominantly shaped by cis-/heteronormative binaries and patriarchal hegemonies, LGBTQIA+ communities are under regular attack in life, studies, and at work. The high suicide rate among queer teens due to bullying in school, homophobic slurs and aggressions in sport, trans/dragphobic protests against Drag Storytime, and alt-right extremist bans on same-sex parenting books and materials in libraries, speak volumes about the dark sides in our society (see Austin & Graffam, 2023; Given & Polkinghorne, 2024; Hill et al., 2021; Ullman, 2021; Youth Pride Network, 2023). Despite the passing of marriage equality in 2017, discrimination, hatred, and marginalisation are still rampant in Australian society, and particularly in educational settings (Betts & Bennett, 2023; Cumming-Potvin, 2023; Ullman, 2021).

In a world that is predominately shaped by cis-/heteronormative binaries, LGBTQIA+ communities are under regular attack in life, studies, and at work. Given the importance of promoting and affirming diversity, equity and inclusion (DEI) in the current educational landscape, there is a growing movement in queering research and curriculum. Rejecting the rigidity of cis-/heteronormative frameworks, these approaches allow for more inclusive and equitable practices in research and pedagogy.

Rainbow Futures in Research and Teaching showcases pioneering work from queer scholars and allies in Australia, offering a unique exploration of how queering methodologies can be applied across disciplines. Queering methodology and pedagogy challenges and breaks down strict, binary and hierarchical ideas about gender and sexuality. The authors of this edited collection address urgent issues such as the ongoing marginalisation of LGBTQIA+ communities in education and society, and highlight the role of queer-inclusive research and teaching in promoting DEI. Contributors span a range of fields and disciplines – from Social Sciences to the Humanities, to STEM and Indigenous Studies, as well as norm-defying and creative contributions. This holistic approach provides a multifaceted technique to disrupt cis-/heteronormativity in education and scholarly research.

For those committed to challenging the status quo, from researchers to educators and advocates, this edited collection helps advance inclusive and creative practices that resist normative approaches to research and writing. Providing concrete examples of queering methodologies and heartfelt lived experiences authors equip readers with the rainbow toolkit to foster real-world change in their given field

Foregrounded in the work of Elizabeth Povinelli and drawing on semiotic theory, translanguaging and play-based learning pedagogies, this article presents findings from a critical participatory action research project conducted in an early years classroom in a remote Aboriginal community school in Western Australia. It describes how two educators, from both non-Aboriginal and Aboriginal backgrounds, collaborated to create spaces for the children in their classroom to engage deeply with their land, language and culture through intentional, purposeful and planned play, specifically Playworld Translanguaging. Findings are presented as a narrative account of one child’s meaning-making practices in collaboration with their teachers and peers, focusing on how they co-created shared spaces for play, co-developed semiotic resources through their play and engaged in symbolic play through the transformation of the meaning of objects in the local environment. Following our analysis of the narrative account, we draw out and discuss the centrality of land to knowing, being and doing in Aboriginal contexts, and the connections to language and culture. We conclude by explaining how, through Playworld Translanguaging, educators can combat cultural, linguistic and geographical dispossession and reductive educative expectations caused by colonialism and enacted through education systems.