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Author Bio

David Donahue is Professor of Education at the University of San Francisco. Before coming to USF in 2015, he was the Interim Provost and Associate Provost at Mills College in Oakland, California, and worked there for more than twenty years as a professor of education. His research interests include LGBTQ issues in education, arts integrated teaching and learning in K-12 classrooms, and community engaged teaching and learning in higher education. He is co-author of Making the Framework FAIR: California History-Social Science Framework FAIR: Proposed LGBT Revisions Related to the FAIR Act (2013) published by the Committee on Lesbian, Gay, Bisexual, and Transgender History, as well as Artful Teaching: Integrating the Arts for Understanding Across the Curriculum, 2nd edition (2024), published by Teachers College Press and The Student Companion to Community-Engaged Learning (2018) published by Routledge.

Lori Selke is an assistant editor at the International Journal for Human Rights Education and holds a doctorate in International and Multicultural Education from the University of San Francisco. They work as an adult TESOL educator, editor, and writing coach. They have been active in queer, feminist, sex-positive, and gender-expansive cultural circles for many years, and co-edited the final edition of the landmark alternative sexual resource guide The Black Book. They live in Oakland, California.

Maria Autrey Noriega (she/they) is Associate Director of Community Engaged Learning at Santa Clara University with over a decade of experience in teaching and facilitating community engaged experiential learning in Higher Education. Maria's research focuses on liberatory education, exploring the use of critical pedagogy in non-formal grassroots projects to foster social change through the promotion of radical love. Maria completed their doctorate in International and Multicultural Education at the University of San Francisco in 2023.

Mauro Sifuentes is a scholar, advocate, and educator focused on multicultural LGBTQ+ pedagogies and democratic praxis in public education. Their research focuses on queer-decolonial politics and pedagogies, as well as multidisciplinary creative storytelling that illuminates the intergenerational gifts of queer, trans, Black, Brown, Indigenous, and immigrant communities. As an education nonprofit leader, Mauro brings rigorous scholarly engagement to professional development and political strategy with youth leaders across California.

Abstract

This special issue of the International Journal of Human Rights Education, Queering Human Rights Education: Research, Praxis and Liberation for LGBTQIA2S+, presents research, reflection on practice, and reviews of new scholarship that highlight the experience of LGBTQIA2S+ students, educators, and activists through a human rights lens. The articles draw on diverse methodologies, perspectives, and intersecting identities to reimagine not just schools but all spaces of learning, from ballrooms to the internet, as sites for LGBTQ+ joy and liberation. The scholarship in this issue is “queer” not only in its focus on LGBTQ+ stakeholders in education but also in the way it challenges all that is considered normal and natural. It queers education, human rights, and human rights education by troubling power, questioning assumptions about sexual orientation, gender identity and expression, and sex characteristics (SOGIESC) and replacing binary thinking with more complex, situated, fluid ways of understanding. And in a world where the news about SOGIESC is mostly bad, the authors in this issue also hold on to the agency, desires, and creativity of the queer community while at the same time documenting the incredible challenges of this moment. This moment in queer rights calls for the kind of thinking and action at the core of this journal: clearly, queer rights are an international concern that need to be framed as human rights and secured through, among other means, education.

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