Gender and sexuality are not simply matters of human classification; rather, they are complex systems of individual identity that remain unfixed and mobile, unfolding over time as identities that are socially constructed rather than biologically codified. Historically, gender (and sexual identity) have functioned as a means to understanding social relationships, regulating behavior, and categorizing humans. Gender binaries and heteronormativity have served as powerful social structures to restrict, marginalize, and often disappear LGBTQ and gender expansive persons from visibility in many contexts; including classrooms. Within recent years, however, scholars across all disciplines have worked to address this absence, creating space for LGBTQ and gender expansive narratives to emerge in scholarship. This contemporary research explores identity in more fluid terms, allowing for a spectrum, of sorts, that acknowledges several intersecting factors when considering how sexuality is understood or gender identity is constructed; factors such as desire, physical attraction, romantic attraction, sexual attraction, and gender expression and performance. The Oxford Handbook of Gender and Queer Research in Music Education brings together 56 scholars to explore the intersections of gender, sexuality, and music education. It addresses the challenges and opportunities for creating inclusive, equitable learning spaces for LGBTQ+ and gender-expansive individuals. It covers the historical development of gender and queer research, critiques the underrepresentation of marginalized groups, and offers practical strategies for integrating these issues into music curricula and teacher training. With contributions from a diverse range of voices, this book provides essential insights for educators, teacher educators, researchers, and activists working to transform music education.
