Recent years have seen an unprecedented paradigm shift wherein pathologizing approaches to caring for trans children have been contested by efforts to accept and affirm trans children as their self-determined gender. This has resulted in a mainstreaming of gender affirming and de-pathologizing approaches to caring for trans children. While gender affirming care undoubtedly benefits many trans children, this research analyzes the ways in which practices and delivery of gender affirming care can be exclusionary of children who do not fit within a normative, binary, medicalized, white, and middle-class conceptualization of trans childhood. Applying critical social citizenship as a theoretical framework, this research argues that care for trans children is shaped through a complex interweaving of normative liberal citizenship regimes, professional and social care practices, and relational care practices that seek to recognize and create space for children to belong as their self-determined gender. Using a community-based research methodology to engage with trans youth and supportive parent caregivers around their experiences of care, this study sought to a) better understand how the contested landscape of care impacts the lives of trans children and b) offer possibilities for transforming care for trans children. Centring the voices and experiences of trans youth and parents, this research argues that trans children face exclusions and barriers when accessing care. This research then discusses what relational care practices, as shared in participant narratives, offer for envisioning care possibilities that centre trans children’s agency and gender self-determination. The outcome of this research is a vision of care for trans children that is rearticulated through a critical theorization of trans children’s citizenship. / Graduate

Book Summary: Uniquely focused on the teacher-student dynamic, the Psychology of Classroom Learning: An Encyclopedia examines the fundamental psychological aspects of learning such as cognition, motivation, and emotion, as well as individual and environmental factors at work in the classroom. Teachers, school psychologists, those studying developmental and school psychology and the general reader will find nearly 300 alphabetically arranged essays examining how instruction and learning are affected by factors such as classroom management, multiculturalism, learning styles, home schooling, peer relationships, school culture, discipline, self-esteem, socioeconomic status, and more. In addition to these topical essays, biographical entries on leaders in educational psychology are included. This two-volume encyclopedia also offers statistical information in the form of charts and sidebars, synopses of recent research specific to essay topics, and images. Extensive cross-references, a glossary, and subject index are included.

Book Summary: Places school superintendents within the ongoing dialogue about the future of public education, from which they have been largely absent. Includes practical and theoretical assessments of how superintendents and administrators can move into the future.

No description available.

No description available.

No description available.

No description available.

No description available.

No description available.

Decarbonizing the global economy is essential to reducing the effects of climate change, however doing so jeopardizes many communities economically dependent on fossil fuel extraction. A small but growing body of literature has begun to examine how individuals who live in fossil fuel-dependent (FFD) communities perceive decarbonization and renewable energy transitions, with the goal of understanding if and how these frequently oppositional communities can be included in broad scale energy transitions without creating new economic sacrifice zones. The present study expands environmental psychology’s contribution to this field of research by exploring the possible inclusion of a novel to FFD community literature: the metallurgical coal mining communities of British Columbia’s Elk Valley. Sixteen semi-structured interviews were conducted with Elk Valley community members. Findings indicate that Elk Valley coal communities are distinct from other FFD communities described in current literature by being receptive to renewable energy transitions and disputing metallurgical coal’s status as a fossil fuel. Nonetheless, many psychological constructs similar to described FFD communities are present in the Elk Valley as well, including coal’s central status in legitimizing and resistance identity formation, perceived outgroup threats by environmentalists, and an inability to imagine a post-mining future. This paper concludes with recommendations on how British Columbia should address its mining dependent communities as it pursues decarbonization in light of these findings. / Graduate