Queer Kids and Social Violence

Contents

Introduction

Elizabethe Payne and Melissa J. Smith

1. Bullying and LGBTQ Students: A Call to Redefine the Problem

Elizabethe Payne and Melissa J. Smith

2. Addressing LGBTQ Students' Experiences of Sexual Harassment in Schools: Reconceptualizing Understandings, Policies, and Interventions

Kerry H. Robinson, Cristyn Davies, and Cris Townley

3. Rainbowland Bans, Sticking Heads in the Sand, or Holding Students' Hands: How Administrators Engage in Direct, Facilitative, Accommodating, and Resistant Bullying

Cris Mayo andMollie McQuillan

4. Reading Anti-queer Violence Through a Black Girlhood Studies Framework

Durell M. Callier and Dominique C. Hill

5. Perched on a Tree: A Crip Theory Analysis of the Lived Experiences of Bullying, Discrimination, and Harassment of LGBTQI Young Adults with Disabilities

Laurie Gutmann Kahn, Angela Ingram, and Tristan Gleason

6. Pipelines Paved by Bullies: Black Queer Youth and Zero-ish Tolerance Policies

Boni Wozolek

7. "You're a Bully. That's Not Cool": Interactional Aggression and Organizational Inequalities in High School

C.J. Pascoe

8. The Thrill of Policing Gender via Bullying and Humor

Dorte Marie Søndergaard

9. Interrogating the Orientation Toward Anti-homophobic/transphobic Bullying Procedures in Primary Schools

Aoife Neary

10. Disrupting the Conservative Parent Discourse: Parents' Considerations of School-Based Bullying of Gender and Sexuality Diverse Students

Jacqueline Ullman and Tania Ferfolja

11. A Critical Analysis of Spanish School Protocols for Preventing Bullying of Trans and Gender-Nonconforming Children

Renée DePalma and Ana María Amigo-Ventureira

12. State-Led Configurations of Gender, Violence, and "Bullying" at School: Essentialism at Work

Victoria Rawlings

13. Queer Cwtch: A Feminist Posthuman and New Materialism Praxis Approach to Researching Gender and Sexual Diversity and Equity in Schools

EJ Renold and Jessica Ringrose

Afterword: Beyond Schooling; Intimate Possibilities and the Limits of Bullying

Jessica Fields, Jen Gilbert, and Elliot Fonarev

Contributors

Acknowledgments