Paul Iida

Hidehiro Endo

This inaugural volume of the new book series, Research in Queer Studies is a collection of memoirs or short narrative essays in which lesbian, gay, bisexual, trans, intersex or queer PK-12 teachers and/or administrators (either “out” or “not out”) recount their personal experiences as a queer teachers. The authors of these stores write about significant experiences that describe how their sexual identity has shaped who they are today as teachers/administrators, by answering the following questions: • In light of your sexual identity, how did you become who you are today? • Why did you decide to become a teacher? What role did your sexual identity play in that decision? • What kinds of significant moments, including queer issues (e.g., bullying) regarding students and/or yourself, have you experience in your teaching? • In light of who you are as an individual, what do you hope to achieve and become as a queer teacher in the future?

Queer Voices from the Classroom

Gulbahar H. Beckett

Dewey's idea of Project-based Learning (PBL) was introduced into the field of second language education nearly two decades ago as a way to reflect the principles of student-centered teaching (Hedge, 1993). Since then, PBL has also become a popular language and literacy activity at various levels and in various contexts (see Beckett, 1999; Fried-Booth, 2002; Levis & Levis, 2003; Kobayashi, 2003; Luongo- Orlando, 2001; Mohan & Beckett, 2003; Weinstein, 2004). For example, it has been applied to teach various ESL and EFL skills around the world (e.g., Fried-Booth, 2002). More recently, PBL has been heralded as the most appropriate approach to teaching content-based second language education (Bunch, et al., 2001; Stoller, 1997), English for specific purposes (Fried-Booth, 2002), community-based language socialization (Weinstien, 2004), and critical and higher order thinking as well as problem-solving skills urged by the National Research Council (1999). Despite this emphasis, there is a severe shortage of empirical research on PBL and research-based frameworks and models based on sound theoretical guidance in general and second and foreign language education in particular (Thomas, 2000). Also missing from the second and foreign language education literature is systematic discussion of PBL work that brings together representative work, identifying obvious gaps, and guiding the field toward future directions. This, first of its kind, volume bridges these obvious gaps through the original work of international scholars from Canada, Israel, Japan, Singapore, and the US.

Past, Present, and Future

Project-Based Second and Foreign Language Education

Cu-Hullan Tsuyoshi McGivern

The editors intended for this volume to provide queer and ally athletes a space to have a voice and share the experiences that have been significant in their identity as an athletic member of the LGBT+ community. To that end, this book is a collection of autobiographical short stories of LGBT+ athletes and their experiences in sports and athletics, some who are publicly out and some who are not. Based on the narratives collected, the book is organized around themes that illustrate various perspectives and the power that sport can play in 1) finding one’s true identity, 2) bridging communities, and 3) challenging gender norm stereotypes. The goal of this book is to help change the expectations of what it means to be a successful athlete and promote greater inclusivity of LGBT athletes. Providing the space for these voices to be heard will help to pave the way for a non?discriminating sporting environment, allow LGBT+ athletes to focus on their given sport without any distractions, and enable these athletes to live an authentic life without having to hide their true identity.

Paul Iida

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