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<h4><b><span lang="EN-GB" style="font-size:11.0pt;font-family:"Calibri",sans-serif;font-style:normal">Call for Book-chapter Abstracts for Edited Book<o:p></o:p></span></b></h4>
<h4><b><span lang="EN-GB" style="font-size:11.0pt;font-family:"Calibri",sans-serif;font-style:normal">Eliciting and Empowering Subjugated Knowledges: Reimagining Educational and Sociocultural Futures<span style="color:black"><o:p></o:p></span></span></b></h4>
<p class="MsoNormal"><o:p> </o:p></p>
<p class="MsoNormal"><o:p> </o:p></p>
<p class="MsoNormal" style="text-align:justify"><b><span style="color:black">1 The rationale<o:p></o:p></span></b></p>
<p class="MsoNormal" style="text-align:justify"><span style="color:black">This edited book, which focuses on illuminating and interrogating enduringly powerful and valued manifestations of knowledge at the expense of devaluing and subjugating other knowledges,
is intended to provide a space for authors and readers to take a significant step forward in their thinking regarding scholarly engagement with the world, in its multiplicity of forms and contemporary challenges. The purpose for this edited book is to create
the opportunity for a wide range of authors to engage with, mobilise and/or critique ‘subjugated knowledges’ as a productive means of elaborating and sharing their respective scholarly projects and journeys in light of contemporary challenges. This call of
a contextual purpose is intended to give voice to diverse expressions of subjugated knowledges while encouraging authors and readers to comprehend/envisage the intrinsic evolutionary power/potential of these knowledges.<o:p></o:p></span></p>
<p class="MsoNormal" style="text-align:justify"><span style="color:black"><o:p> </o:p></span></p>
<p class="MsoNormal" style="text-align:justify"><span style="color:black">The concept of subjugated knowledges and accompanying sub-concepts, such as subjects and their subjectivity, is a product of the thinking and work of Michel Foucault whose remarkable
oeuvre focused on power and power relations both at institutional and individual levels. Forty years on, these Foucauldian concepts remain powerful and relevant tools for scholars as they grapple with current issues and concerns, and continue to advocate,
reform, transform, and re-invent their work shaping structures, thoughts, and realities. The illuminative and positively transformative effects of scholars’ use of Foucauldian concepts can be seen as reflected within the public sphere, where some custodians
of subjugated knowledges use concepts such as “speaking the truth to power” revealed in strategies of ‘truth-telling’. In this way, activism and advocacy around subjugated knowledges can be seen not only as acts of resistance, but also acts of assistance,
with truth-telling serving as an act of public education.<o:p></o:p></span></p>
<p class="MsoNormal" style="text-align:justify"><span style="color:black"><o:p> </o:p></span></p>
<p class="MsoNormal"><span style="color:black">The sharing of ideas between researchers, and subjugated and marginalised communities is latent with the potential to educate the public in constructive, alternate knowledges. Such a platform and partnership seem
critical to overturning the impoverishing processes of an enduring hegemonic neoliberal/knowledge economy. As Foucault has highlighted -
<b><i>historically, a</i></b></span><b><i><span style="color:black"> significant feature of
<a name="_Hlk46471843">privileged and powerful forms of knowledge has been their capacity to overwhelm and colonise other forms of knowledge</a>.</span></i></b><span style="color:black"> In other words, along with the emergence of disciplines of knowledge was
a process of the disciplining of knowledge, which meant that <b><i>certain ways of knowing were subjugated and effectively rendered invisible</i></b>. For Foucault, the university played a central role in these processes: indeed, the university’s primary function
became one of selection, not so much of people but of knowledges. These processes and characteristics remain a challenge today insofar as the university continues to discipline knowledge.<o:p></o:p></span></p>
<p class="MsoNormal"><span style="color:black"><o:p> </o:p></span></p>
<p class="MsoNormal"><b><i><span style="color:black">The concept of the university as an agent of transformation, within this function, is based on an active and ongoing commitment to marginalising certain forms of knowledge in favour of others.</span></i></b><span style="color:black">
Owing to the ideas and insights that Foucault (2003) and other theorists have made available,
<b><i><u>researchers today continue to have the tools and theoretical approaches to challenge and positively change that tradition by bringing to light subjugated forms of knowledge for their valid critique</u></i></b>. Indeed, such a project encapsulates the
philosophy informing Foucault’s (2003) method of genealogy:<o:p></o:p></span></p>
<p class="MsoNormal" style="text-indent:1.0cm"><span style="color:black"><o:p> </o:p></span></p>
<p class="MsoNormal" style="margin-left:2.0cm"><span style="color:black">Compared to the attempt to inscribe knowledges in the power-hierarchy typical of science,
<b><i>genealogy is, then, a sort of attempt to desubjugate historical knowledges, to set them free, or in other words to enable them to oppose and struggle against the coercion of a unitary, formal, and scientific theoretical discourse</i></b>.
<b><i>The project of these disorderly and tattered genealogies is to reactivate local knowledges</i></b>…against the scientific hierarchicalisation of knowledge and its intrinsic power-effects. (p. 11) (Danaher, Cook, Danaher, Coombes, & Danaher, 2013, pp.
106-107; <b><i><u>emphasis added</u></i></b>)<o:p></o:p></span></p>
<p class="MsoNormal"><span style="color:black"><o:p> </o:p></span></p>
<p class="MsoNormal"><span style="color:black">As an investigative method, genealogical analysis provides scholars with the means to make past constructions become visible in the present, and in so doing, making change possible.
<o:p></o:p></span></p>
<p class="MsoNormal"><span style="color:black"><o:p> </o:p></span></p>
<p class="MsoNormal"><span style="color:black">This proposed edited scholarly book takes up the proposition of Danaher et al. (2013) of bringing subjugated knowledges to light, which has taken seriously Foucault’s (2003) call “…<b><i><u>to reactivate local
knowledges</u></i></b>…” (p. 11) so that rather than being “disqualified as nonconceptual…naïve…hierarchically inferior…[or] below the required level of erudition or scientificity” (p. 7), they can be mined for their evolutionary power. Thus, it is vital to
consider not only the process of privileging certain knowledges but also consider their evolutionary power (i.e., consider the evolutionary process, how knowledges emerge, continue and discontinue).
<o:p></o:p></span></p>
<p class="MsoNormal"><span style="color:black"><o:p> </o:p></span></p>
<p class="MsoNormal"><span style="color:black">Foucault’s thinking continues to hold extraordinary relevance as it illuminates the power of subjugated knowledges to continually challenge dominant discourses and to evolve public consciousness to new levels of
knowledge and complexity. The editors see this proposition and this project of bringing subjugated knowledges to the light as key elements of a broader enterprise of reimagining more empowering and just educational and sociocultural futures – in this case,
by rediscovering and recovering, affirming and valuing multiple forms of subjugated knowledges as part of public education.
<o:p></o:p></span></p>
<p class="MsoNormal"><span style="color:black"><o:p> </o:p></span></p>
<p class="MsoNormal"><span style="color:black">The editors are interested in attracting to this proposed volume engaged and scholarly accounts of a large number and a wide range of diverse subjugated knowledges. Without wishing to pre-empt which forms of subjugated
knowledges might be included, we list the following by way of possible examples of such knowledges:<o:p></o:p></span></p>
<ul style="margin-top:0cm" type="disc">
<li class="MsoListParagraphCxSpFirst" style="color:black;margin-left:0cm;mso-add-space:auto;mso-list:l2 level1 lfo1">
Age-related knowledges (such as that of children and older people)<o:p></o:p></li><li class="MsoListParagraphCxSpMiddle" style="color:black;margin-left:0cm;mso-add-space:auto;mso-list:l2 level1 lfo1">
Curriculum areas considered to be non-mainstream<o:p></o:p></li><li class="MsoListParagraphCxSpMiddle" style="color:black;margin-left:0cm;mso-add-space:auto;mso-list:l2 level1 lfo1">
Devalued knowledges in institutional and professional settings<o:p></o:p></li><li class="MsoListParagraphCxSpMiddle" style="color:black;margin-left:0cm;mso-add-space:auto;mso-list:l2 level1 lfo1">
Devalued forms of educational provision<o:p></o:p></li><li class="MsoListParagraphCxSpMiddle" style="color:black;margin-left:0cm;mso-add-space:auto;mso-list:l2 level1 lfo1">
Environmental consciousness<o:p></o:p></li><li class="MsoListParagraphCxSpMiddle" style="color:black;margin-left:0cm;mso-add-space:auto;mso-list:l2 level1 lfo1">
Gendered ways of knowing<o:p></o:p></li><li class="MsoListParagraphCxSpMiddle" style="color:black;margin-left:0cm;mso-add-space:auto;mso-list:l2 level1 lfo1">
Indigenous/First Nations knowledges of various kinds<o:p></o:p></li><li class="MsoListParagraphCxSpMiddle" style="color:black;margin-left:0cm;mso-add-space:auto;mso-list:l2 level1 lfo1">
Homeopathy and other forms of healing knowledges<o:p></o:p></li><li class="MsoListParagraphCxSpMiddle" style="color:black;margin-left:0cm;mso-add-space:auto;mso-list:l2 level1 lfo1">
Knowledges developed by ethnic minorities<o:p></o:p></li><li class="MsoListParagraphCxSpMiddle" style="color:black;margin-left:0cm;mso-add-space:auto;mso-list:l2 level1 lfo1">
Knowledges related to LGBTIQA+ communities<o:p></o:p></li><li class="MsoListParagraphCxSpMiddle" style="color:black;margin-left:0cm;mso-add-space:auto;mso-list:l2 level1 lfo1">
Knowledges related to particular religious and spiritual communities<o:p></o:p></li><li class="MsoListParagraphCxSpMiddle" style="color:black;margin-left:0cm;mso-add-space:auto;mso-list:l2 level1 lfo1">
Learning approaches and styles identified as being non-mainstream<o:p></o:p></li><li class="MsoListParagraphCxSpMiddle" style="color:black;margin-left:0cm;mso-add-space:auto;mso-list:l2 level1 lfo1">
Legal knowledges held by particular groups<o:p></o:p></li><li class="MsoListParagraphCxSpMiddle" style="color:black;margin-left:0cm;mso-add-space:auto;mso-list:l2 level1 lfo1">
Linguistic knowledges beyond the monolingualism of the majority<o:p></o:p></li><li class="MsoListParagraphCxSpMiddle" style="color:black;margin-left:0cm;mso-add-space:auto;mso-list:l2 level1 lfo1">
Mobile communities’ cultural practices<o:p></o:p></li><li class="MsoListParagraphCxSpMiddle" style="color:black;margin-left:0cm;mso-add-space:auto;mso-list:l2 level1 lfo1">
Non-metropolitan knowledges in regional, rural and remote locations<o:p></o:p></li><li class="MsoListParagraphCxSpLast" style="color:black;margin-left:0cm;mso-add-space:auto;mso-list:l2 level1 lfo1">
Other forms of knowing that can be analysed as particular kinds of “subjugated knowledges”.<o:p></o:p></li></ul>
<p class="MsoNormal"><span style="color:black">In addition to attracting multiple analyses of diverse kinds of subjugated knowledges, the editors of this proposed volume are interested also in taking these analyses further by inviting consideration of what
can and is being learned – by people/s whose knowledges have been subjugated. This learning by educators and researchers, by governments and policy-makers, by community leaders and members, and by many other groups and individuals – about the implications
of these analyses for generating productive and sustainable change has as its outcome possibilities for reimagining – and where possible for enacting – more equitable and just educational and sociocultural futures.<o:p></o:p></span></p>
<p class="MsoNormal"><span style="color:black"><o:p> </o:p></span></p>
<p class="MsoNormal"><span style="color:black">In pondering the diverse forms that such futures might take, we have access to multiple and highly varied approaches to forecasting different kinds of futures. One such approach was presented by
</span><span style="color:black">Inayatullah (2008), whose “…theory of futures thinking” was built on “…six pillars of futures studies”: “…mapping, anticipation, timing, deepening, creating alternatives and transforming” (p. 7). We cite Inayatullah as one among
many examples of futures theorists whose ideas and methods (Inayatullah, 2013) might help to frame our thinking about the perceived links between specific analyses of certain subjugated knowledges on the one hand and particular representations of reimagined
futures on the other hand.</span><span style="color:black"><o:p></o:p></span></p>
<p class="MsoNormal" style="text-align:justify"><b><span style="color:black"><o:p> </o:p></span></b></p>
<p class="MsoNormal" style="text-align:justify"><b><span style="color:black">2. The book’s organising questions<o:p></o:p></span></b></p>
<p class="MsoNormal" style="text-align:justify"><span style="color:black">The editors request contributing authors to ensure that their respective chapters help to address at least one of the book’s key organising questions:<o:p></o:p></span></p>
<ol style="margin-top:0cm" start="1" type="1">
<li class="MsoListParagraphCxSpFirst" style="color:black;margin-left:0cm;mso-add-space:auto;text-align:justify;mso-list:l0 level1 lfo2">
What are subjugated knowledges, how is their subjugation created and sustained, and what are the affects and effects of that subjugation?<o:p></o:p></li><li class="MsoListParagraphCxSpMiddle" style="color:black;margin-left:0cm;mso-add-space:auto;text-align:justify;mso-list:l0 level1 lfo2">
How/Where are subjugated knowledges making inroads that reveal their realisation of self-value/empowerment and their capacity to be creative forces of positive evolutionary change?<o:p></o:p></li><li class="MsoListParagraphCxSpMiddle" style="color:black;margin-left:0cm;mso-add-space:auto;text-align:justify;mso-list:l0 level1 lfo2">
Which theoretical, methodological and practical resources are helpful in conducting and publishing research about subjugated knowledges?<o:p></o:p></li><li class="MsoListParagraphCxSpMiddle" style="color:black;margin-left:0cm;mso-add-space:auto;text-align:justify;mso-list:l0 level1 lfo2">
Which strategies are effective, by custodians of subjugated knowledges and by those who work with and support them, in rediscovering and recovering, affirming and valuing multiple forms of subjugated knowledges?<o:p></o:p></li><li class="MsoListParagraphCxSpMiddle" style="color:black;margin-left:0cm;mso-add-space:auto;text-align:justify;mso-list:l0 level1 lfo2">
How can these resources and strategies contribute to a reimagining of educational and sociocultural futures?<o:p></o:p></li><li class="MsoListParagraphCxSpMiddle" style="color:black;margin-left:0cm;mso-add-space:auto;text-align:justify;mso-list:l0 level1 lfo2">
What is the character of those reimagined futures based on the chapter’s respective analysis of one or more subjugated knowledge/s and of its/their insurrection?<o:p></o:p></li><li class="MsoListParagraphCxSpLast" style="color:black;margin-left:0cm;mso-add-space:auto;text-align:justify;mso-list:l0 level1 lfo2">
What are the implications of each chapter’s analysis for interrogating the continued relevance and utility of the concept of subjugated knowledges?<o:p></o:p></li></ol>
<p class="MsoNormal" style="text-align:justify"><b><span style="color:black">3. Call for chapter abstracts and timelines<o:p></o:p></span></b></p>
<p class="MsoNormal" style="text-align:justify"><span style="color:black">As the authors are presently engaged in the process of enacting a contract with a reputable publisher, we are requesting an expression of interest to publish from prospective authors
(possible title only) <b>by November 1, 2020</b> followed by chapter abstracts (225 to 250 words) engaging with the publication’s proposed title and rationale, and as many as possible of the key organising questions, to any of the editors
<b>by 1 December, 2020</b>, as follows:<o:p></o:p></span></p>
<p class="MsoNormal" style="text-align:justify"><span style="color:black"><o:p> </o:p></span></p>
<ul style="margin-top:0cm" type="disc">
<li class="MsoListParagraphCxSpFirst" style="color:black;margin-bottom:0cm;margin-left:1.5pt;mso-add-space:auto;text-align:justify;line-height:normal;mso-list:l1 level1 lfo3">
Professor Patrick Danaher (email: <span style="color:windowtext"><a href="mailto:Patrick.Danaher@usq.edu.au"><span style="color:black">Patrick.Danaher@usq.edu.au</span></a></span>)<o:p></o:p></li><li class="MsoListParagraphCxSpMiddle" style="color:black;margin-bottom:0cm;margin-left:1.5pt;mso-add-space:auto;text-align:justify;line-height:normal;mso-list:l1 level1 lfo3">
Dr Cecily Jensen-Clayton (email: <span style="color:windowtext"><a href="mailto:Cecily.Jensen-Clayton@usq.edu.au"><span style="color:black">Cecily.Jensen-Clayton@usq.edu.au</span></a></span>)<o:p></o:p></li><li class="MsoListParagraphCxSpMiddle" style="color:black;margin-bottom:0cm;margin-left:1.5pt;mso-add-space:auto;text-align:justify;line-height:normal;mso-list:l1 level1 lfo3">
Dr Rena MacLeod (email:<span style="background:white"> <u>Rena.MacLeod@usq.edu.au</u></span>)<o:p></o:p></li><li class="MsoListParagraphCxSpLast" style="color:black;margin-bottom:0cm;margin-left:1.5pt;mso-add-space:auto;text-align:justify;line-height:normal;mso-list:l1 level1 lfo3">
Dr Annette Brömdal (email: <span style="color:windowtext"><a href="mailto:Annette.Bromdal@usq.edu.au"><span style="color:black">Annette.Bromdal@usq.edu.au</span></a></span>).<o:p></o:p></li></ul>
<p class="MsoNormal" style="text-align:justify"><span style="color:black"><o:p> </o:p></span></p>
<p class="MsoNormal"><span style="color:black;mso-fareast-language:EN-GB">Expression of interest to publish (English title only): November 1, 2020<span style="background:white"><o:p></o:p></span></span></p>
<p class="MsoNormal"><span style="color:black;background:white;mso-fareast-language:EN-GB">Deadline for submitting 225-250-word (in English) abstracts: December 1, 2020</span><b><span lang="EN-GB" style="color:black"><o:p></o:p></span></b></p>
<p class="MsoNormal"><span style="color:black;background:white;mso-fareast-language:EN-GB">Invitations for contributions will be made: December 20, 2020<o:p></o:p></span></p>
<p class="MsoNormal"><span style="color:black;background:white;mso-fareast-language:EN-GB">Deadline for chapter submission: July 1, 2021</span><span style="color:black;mso-fareast-language:EN-GB"><o:p></o:p></span></p>
<p class="MsoNormal" style="text-align:justify"><b><span lang="EN-GB" style="color:black"><o:p> </o:p></span></b></p>
<p class="MsoNormal" style="text-align:justify"><b><span style="color:black"><o:p> </o:p></span></b></p>
<p class="MsoNormal" style="text-align:justify"><b><span style="color:black">References<o:p></o:p></span></b></p>
<p class="MsoNormal" style="margin-left:1.0cm;text-indent:-1.0cm"><span class="MsoPageNumber"><span lang="EN-US" style="font-family:"Calibri",sans-serif;color:black">Danaher, M. J. M., Cook, J. R., Danaher, G. R., Coombes, P. N., & Danaher, P. A. (2013).
<i>Researching education with marginalized communities.</i> Basingstoke, UK: Palgrave Macmillan.</span></span><span lang="EN-US" style="color:black"><o:p></o:p></span></p>
<p class="MsoNormal" style="margin-left:1.0cm;text-indent:-1.0cm"><span style="color:black">Foucault, M. (2003).
<i>Society must be defended: Lectures at the Collège de France, 1975-6</i> (trans. by D. Macey). London, UK: Penguin Books.<o:p></o:p></span></p>
<p class="MsoNormal" style="margin-left:1.0cm;text-indent:-1.0cm"><span style="color:black">Inayatullah, S. (2008). Six pillars: Futures thinking for transforming.
<i>Foresight, 10</i>(1), 4-21. doi:</span><a href="https://doi.org/10.1108/14636680810855991" title="DOI: https://doi.org/10.1108/14636680810855991"><span style="color:black;border:solid white 1.0pt;padding:0cm">10.1108/14636680810855991</span></a><u><span lang="EN-GB" style="color:black;border:solid white 1.0pt;padding:0cm"><o:p></o:p></span></u></p>
<p class="MsoNormal" style="margin-left:1.0cm;text-indent:-1.0cm"><span style="color:black">Inayatullah, S. (2013). Futures studies: Theories and methods. There's a future: Visions for a Better World. BBVA: 36-66.<o:p></o:p></span></p>
<p class="MsoNormal"><o:p> </o:p></p>
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<div>
<p class="MsoNormal"><span style="font-size:10.0pt;font-family:"Tahoma",sans-serif;color:black;mso-fareast-language:EN-GB"> </span><span style="font-size:12.0pt;font-family:"Times New Roman",serif;color:black;mso-fareast-language:EN-GB"><o:p></o:p></span></p>
<p class="MsoNormal"><b><span style="font-size:12.0pt;font-family:"Tahoma",sans-serif;color:black;background:white;mso-fareast-language:EN-GB">Dr. Annette Brömdal (PhD)</span></b><span style="color:black;mso-fareast-language:EN-GB"><o:p></o:p></span></p>
<p class="MsoNormal"><span style="font-size:10.0pt;font-family:"Tahoma",sans-serif;color:black;mso-fareast-language:EN-GB">Pronouns: Netta, they, them, their, she, her, hers</span><span style="color:black;mso-fareast-language:EN-GB"><o:p></o:p></span></p>
<p class="MsoNormal"><span style="font-size:10.0pt;font-family:"Tahoma",sans-serif;color:black;mso-fareast-language:EN-GB"> </span><span style="color:black;mso-fareast-language:EN-GB"><o:p></o:p></span></p>
<p class="MsoNormal"><b><span style="font-size:10.0pt;font-family:"Tahoma",sans-serif;color:black;background:white;mso-fareast-language:EN-GB">Senior Lecturer (Sport, Health and Physical Education)</span></b><span style="color:black;mso-fareast-language:EN-GB"><o:p></o:p></span></p>
<p class="MsoNormal"><span style="font-size:10.0pt;font-family:"Tahoma",sans-serif;color:black;mso-fareast-language:EN-GB">Academic Team Leader: Inclusive Education and Social Justice</span><span style="color:black;mso-fareast-language:EN-GB"><o:p></o:p></span></p>
<p class="MsoNormal"><span style="font-size:10.0pt;font-family:"Tahoma",sans-serif;color:black;mso-fareast-language:EN-GB">Program Director - Master of Education</span><span style="color:black;mso-fareast-language:EN-GB"><o:p></o:p></span></p>
<p class="MsoNormal"><span style="font-size:10.0pt;font-family:"Tahoma",sans-serif;color:black;mso-fareast-language:EN-GB">School of Education</span><span style="color:black;mso-fareast-language:EN-GB"><o:p></o:p></span></p>
<p class="MsoNormal"><span style="font-size:10.0pt;font-family:"Tahoma",sans-serif;color:black;background:white;mso-fareast-language:EN-GB">Faculty of Business, Education, Law and Arts</span><span style="color:black;mso-fareast-language:EN-GB"><o:p></o:p></span></p>
<p class="MsoNormal"><span style="font-size:10.0pt;font-family:"Tahoma",sans-serif;color:black;mso-fareast-language:EN-GB"> </span><span style="color:black;mso-fareast-language:EN-GB"><o:p></o:p></span></p>
<p class="MsoNormal"><span style="font-size:10.0pt;font-family:"Tahoma",sans-serif;color:black;mso-fareast-language:EN-GB">Centre for Health Research,</span><span style="color:black;mso-fareast-language:EN-GB"><o:p></o:p></span></p>
<p class="MsoNormal"><span style="font-size:10.0pt;font-family:"Tahoma",sans-serif;color:black;mso-fareast-language:EN-GB">Institute for Resilient Regions<br>
<br>
<b><span style="background:white">University of Southern Queensland</span></b><br>
<span style="background:white">Toowoomba Campus</span><br>
<span style="background:white">West Street</span><br>
<span style="background:white">Toowoomba, QLD 4350</span><br>
<span style="background:white">AUSTRALIA</span><br>
<br>
Office: G307</span><span style="color:black;mso-fareast-language:EN-GB"><o:p></o:p></span></p>
<p class="MsoNormal"><span style="font-size:10.0pt;font-family:"Tahoma",sans-serif;color:black;mso-fareast-language:EN-GB">Phone: + 61 7 4631 1609</span><span style="font-size:10.0pt;font-family:"Tahoma",sans-serif;color:#003366;mso-fareast-language:EN-GB"><br>
</span><span style="font-size:10.0pt;font-family:"Tahoma",sans-serif;color:black;mso-fareast-language:EN-GB">E-mail:</span><span style="font-size:10.0pt;font-family:"Tahoma",sans-serif;color:#003366;mso-fareast-language:EN-GB"> <a href="mailto:annette.bromdal@usq.edu.au"><span style="color:#0563C1">annette.bromdal@usq.edu.au</span></a></span><span style="color:black;mso-fareast-language:EN-GB"><o:p></o:p></span></p>
<p class="MsoNormal"><span style="font-size:10.0pt;font-family:"Tahoma",sans-serif;color:black;mso-fareast-language:EN-GB">Staff profile</span><span style="font-size:10.0pt;font-family:"Tahoma",sans-serif;color:#003366;mso-fareast-language:EN-GB">: </span><span style="font-size:10.0pt;font-family:"Tahoma",sans-serif;color:black;mso-fareast-language:EN-GB"><a href="http://staffprofile.usq.edu.au/Profile/Annette-Bromdal" target="_blank"><span style="color:#0563C1">http://staffprofile.usq.edu.au/Profile/Annette-Bromdal</span></a></span><span style="color:black;mso-fareast-language:EN-GB"><o:p></o:p></span></p>
<p class="MsoNormal"><span style="font-size:10.0pt;font-family:"Tahoma",sans-serif;color:black;mso-fareast-language:EN-GB">ORCID: <a href="https://orcid.org/0000-0002-1307-1794"><span style="color:#0563C1">https://orcid.org/0000-0002-1307-1794</span></a></span><span style="color:black;mso-fareast-language:EN-GB"><o:p></o:p></span></p>
<p class="MsoNormal"><span style="font-size:10.0pt;font-family:"Tahoma",sans-serif;color:black;mso-fareast-language:EN-GB"> </span><span style="color:black;mso-fareast-language:EN-GB"><o:p></o:p></span></p>
<p class="MsoNormal"><span style="font-size:10.0pt;font-family:"Tahoma",sans-serif;color:black;mso-fareast-language:EN-GB"><a href="http://www.aare.edu.au/pages/gender-sexualities-cultural-studies.html"><span style="color:#0563C1">International Sociological
Associations’ 2022 Local Organising Committee Member responsible for the 2022 World Congress of Sociology’s Inclusion & Equity Portfolio </span></a><o:p></o:p></span></p>
<p class="MsoNormal"><span style="font-size:10.0pt;font-family:"Tahoma",sans-serif;color:black;mso-fareast-language:EN-GB">-----------------------------------------------------------------------------------------------------------------</span><span style="color:black;mso-fareast-language:EN-GB"><o:p></o:p></span></p>
<p class="MsoNormal" align="center" style="text-align:center"><span style="font-size:10.0pt;font-family:"Tahoma",sans-serif;color:black;mso-fareast-language:EN-GB"><img border="0" width="773" height="1" style="width:8.052in;height:.0104in" id="Picture_x0020_3" src="cid:image001.png@01D69D82.6223F000" alt="cidimage002.png@01D65466.98B144C0"></span><span style="color:black;mso-fareast-language:EN-GB"><o:p></o:p></span></p>
<p class="MsoNormal"><b><span style="font-size:10.0pt;mso-fareast-language:EN-GB">Brömdal, A.,</span></b><span style="font-size:10.0pt;mso-fareast-language:EN-GB"> Olive, R., & Walker, B. (In Press). Questioning Representations of Athletes with Elevated Testosterone
Levels in Elite Women’s Sports: A Critical Policy Analysis. <i>International Journal of Sport Policy and Politics</i>.<b><span style="color:black"><o:p></o:p></span></b></span></p>
<p class="MsoNormal"><span style="font-size:10.0pt;color:black;mso-fareast-language:EN-GB"> <o:p></o:p></span></p>
<p class="MsoNormal"><span style="font-size:10.0pt;color:black;mso-fareast-language:EN-GB">Phillips, T., <b><u>Brömdal, A.,</u></b> Mullens, A., Gildersleeve, J., & Gow, J. (2020<a href="https://www.palgrave.com/gp/book/9783030360580"><span style="color:black">)</span><span style="color:#0563C1">.
"We don't recognise transexuals...and we're not going to treat you": Cruel and Unusual and the Lived Experiences of Transgender Women in US Prisons.</span></a> In M. K., Harmes, M. A., Harmes & B. Harmes (Eds.), <i>The Palgrave Handbook of Incarceration across
Popular Culture </i>(pp. 331-360). London: Palgrave Macmillan. Doi: 10.1007/978-3-030-36059-7.<o:p></o:p></span></p>
<p class="MsoNormal"><span style="font-size:10.0pt;color:black;mso-fareast-language:EN-GB"> </span><span lang="EN-GB" style="font-size:10.0pt;color:black;mso-fareast-language:EN-GB"> </span><span style="font-size:10.0pt;color:black;mso-fareast-language:EN-GB"><o:p></o:p></span></p>
<p class="MsoNormal"><span style="font-size:10.0pt;color:black;mso-fareast-language:EN-GB">Coll, L., van Leent, L. & <b><u>Brömdal. A</u></b>. (2019). <a href="https://www.researchgate.net/publication/335412043_Memoirs_Manifestos_for_Early_Career_Reserachers_in_Gender_Sexuality_Education_Research"><span style="color:#0563C1">Memoirs
and manifestos for early career researchers in gender and sexuality studies in education.</span></a> In Jones, T., Coll, L., van Leent, L. & Taylor, Y., (Eds). <i>Uplifting Careers in Gender & Sexuality in Education </i>(pp. 279-302). Cham, Switzerland: Palgrave
MacMillan. DOI: 10.1007/978-3-030-24205-3.<o:p></o:p></span></p>
<p class="MsoNormal"><span style="font-size:10.0pt;color:black;mso-fareast-language:EN-GB"> <o:p></o:p></span></p>
<p class="MsoNormal"><b><u><span style="font-size:10.0pt;color:black;mso-fareast-language:EN-GB">Brömdal, A.,</span></u></b><span style="font-size:10.0pt;color:black;mso-fareast-language:EN-GB"> Clark, K., Hughto, J. W., Debattista, J., Phillips, T., Mullens,
A., Gow, J., & Daken, K. (2019). <a href="https://www.researchgate.net/publication/335215360_Whole-incarceration-setting_approaches_to_supporting_and_upholding_the_rights_and_health_of_incarcerated_transgender_people" title="https://www.researchgate.net/publication/335215360_Whole-incarceration-setting_approaches_to_supporting_and_upholding_the_rights_and_health_of_incarcerated_transgender_people"><span style="color:#0563C1">Whole-incarceration-setting
approaches to supporting and upholding the rights and health of incarcerated transgender people.</span></a> <i>The International Journal of Transgenderism. </i>20(4): 341-350. DOI:10.1080/15532739.2019.1651684.<o:p></o:p></span></p>
<p class="MsoNormal"><span style="font-size:10.0pt;color:black;mso-fareast-language:EN-GB"> <o:p></o:p></span></p>
<p class="MsoNormal"><b><u><span style="font-size:10.0pt;color:black;mso-fareast-language:EN-GB">Brömdal, A.,</span></u></b><span style="font-size:10.0pt;color:black;mso-fareast-language:EN-GB"> Mullens, A., Phillips, T., & Gow, J. (2019) <a href="https://www.tandfonline.com/doi/full/10.1080/15532739.2018.1538838" title="https://www.tandfonline.com/doi/full/10.1080/15532739.2018.1538838"><span style="color:#006FC9">Experiences
of Transgender Prisoners and their Knowledge, Attitudes and Practices Regarding Sexual Behaviours and HIV/STIs: A Systematic Review</span><span style="color:black">.</span></a><i> International Journal of Transgenderism</i>. 20(1), 4-20. DOI:10.1080/15532739.2018.1538838. <o:p></o:p></span></p>
<p class="MsoNormal"><span style="font-size:12.0pt;color:black;mso-fareast-language:EN-GB"> </span><span style="color:black;mso-fareast-language:EN-GB"><o:p></o:p></span></p>
<p class="MsoNormal" align="center" style="text-align:center"><span style="font-size:10.0pt;font-family:"Tahoma",sans-serif;color:black;mso-fareast-language:EN-GB"><img border="0" width="773" height="1" style="width:8.052in;height:.0104in" id="Picture_x0020_2" src="cid:image001.png@01D69D82.6223F000" alt="cidimage002.png@01D65466.98B144C0"></span><span style="color:black;mso-fareast-language:EN-GB"><o:p></o:p></span></p>
<p class="MsoNormal"><span style="font-size:12.0pt;font-family:"Times New Roman",serif;color:black;mso-fareast-language:EN-GB"><img border="0" width="712" height="145" style="width:7.4166in;height:1.5104in" id="Picture_x0020_1" src="cid:image002.jpg@01D69D82.6223F000" alt="signature_2090137588"></span><span style="color:black;mso-fareast-language:EN-GB"><o:p></o:p></span></p>
<p class="MsoNormal"><span style="color:black;mso-fareast-language:EN-GB"> <o:p></o:p></span></p>
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