Review of Paíz (2020): Queering the English Language Classroom: A Practical Guide for Teachers

Gender‐justice beyond inclusion: How trans knowledges and linguistic practices can and should be re‐shaping language education

“…This attention to ourselves and to one another as whole persons has also provided fertile ground for laying bare who has (and continues to be) minoritized in and by our fields and the forces that contribute to persistent, wide-ranging inequities and injustices. Growing social awareness has meant extensive conversations about identity writ large (Norton, 2013) and about race (Anya, 2020(Anya, , 2022Anya & Randolph, 2019;Flores & Rosa, 2022;von Esch et al, 2020), class, sexuality (Nelson, 2008;Paiz, 2020;Pakuła, 2021), disability (Henner & Robinson, 2021;Watzke, 2020), or any combination of these and other aspects of being and belonging (Motschenbacher, 2016;Paiz & Coda, 2021). Considerations of gender have also figured in this list (Kissau et al, 2010;Knisely, 2017;Sunderland, 2010), although attention to gender modality has been considerably scanter.…”