Academic mothers (including nonbinary, trans, and genderqueer parents) have always faced challenges in their profession due to systemic barriers and a "motherhood tax"; however, COVID-19 has exacerbated already existing inequalities (Oleschuk, 2020). This study examines how the pandemic has affected academic mothers with mental health and physical disabilities, as these voices often remain hidden and unheard in academia despite increased awareness of their presence (Brown & Leigh, 2018;Kelly & Senior, 2020). Here, we share the voices of 23 participants using a qualitative methodology drawing from social justice and feminist theories to highlight the lived experience of academic mothers with mental and/ or physical disabilities and their experiences as a scholar and parent during COVID-19. Understanding the lived experience of this intersectional population can provide invaluable insights into ableist privilege within higher education, especially in the context of COVID-19 which has substantially disrupted work and homelife routines.

No abstract

No abstract

Every student in our public schools should have opportunities to learn about differences in gender and sexuality, just as they should learn about the world’s differing cultural traditions, religious practices, and political systems. Such knowledge about human differences is, the authors argue, a basic requirement for active citizenship in a diverse, pluralistic, and equitable society. A description of an LGBTQ+ literature course, taught by one of the authors, illustrates what this can look like in practice.

Queer theory and pedagogy can inform social justice education in ways that have teachers and researchers question how their teaching practices and philosophies reinforce social norms such as heteronormativity. Queer theory is post-structuralist, and while it is most often used to analyze queer subjects, it can be used to analyze the social and institutional norms in any subject. Queer pedagogy, stemming from queer theory's call to deconstruct heteronormativity and other boundaries, works to expand the way we look at educational practices and research. Through it, one can examine the norms, boundaries, and limitations of not only curriculum and teaching practices but also schooling and learning as concepts. This chapter first offers a brief history of queer theory and then gives background information on queer pedagogy's origins and recent definitions and manifestations. Then, frameworks for using queer pedagogy specifically with