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In recent decades, gender perspectives on the history, theory and practice of translation have given rise to varied and fruitful international research. Although the dyad woman and translation existed for centuries in world literature, it was in the eighties, in Quebec, that it began to take hold as a demand, together with debates over the construct of gender. Various social, political and identity coordinates converged (second-wave Anglo-Saxon and French feminism, the "cultural turn" in translation studies, post-structuralism, deconstructionism, etc.) and inspired some feminist writers and translators to subvert and manipulate the dominant androcentric discourse in their writings or (re)writings. In the late 1990s, new initiatives sprung up outside North America. With Italy, Spain was one of the first countries where many researchers focused on gender and translation. With the incoming millennium, gender studies expanded to other European territories and gained currency on other continents, while in Spain conferences, publications and theses proliferated. In sum, in the last twenty-five years the study of the intersection of "women, gender and literary translation" has achieved several milestones in universities all around the world, including: (a) the recovery of translators, texts and paratexts otherwise rendered invisible by the dominant discourses; (b) the interrogation, criticism and self-criticism of feminist theories and translation practices here and abroad; (c) reflection on the ethics and responsibility of feminist translators and publishers who publish their texts; (d) the study of the linguistic representation of gender in translation; (e) the promotion of metaphors and myths in the feminine to replace the androcentrist patriarchal translational discourse for so many years in force in translation theories. In this article we will present the current state of the art of the two most fruitful lines of research in recent years: on the one hand, the feminine and feminist historiography of translation; ...

This volume provides a systematic introduction to gender studies from a cultural and literary studies perspective. Topics include gender history since 1800, theoretical approaches (Écriture féminine, Foucault, Butler), feminist debates through to the present day (#MeToo), and neighboring fields (queer studies, men's studies, postcolonial studies, film studies). It also addresses reading methods in literary and cultural studies.

Abstract
In this article, the author argues that a decolonial perspective on gender means conceptualizing it as always already trans. The object of investigation is gender as a category and gender studies as a field of knowledge. To discuss what decolonizing trans/gender studies in Europe could mean, the author aims to bring different strands together that have been held apart so far: resistance against global attacks on gender studies, resistance against transphobic feminism, and the "decolonising the curriculum" movement in the United Kingdom. A critical focus on Eurocentric knowledge and truth claims means to define Europe as a complex set of geopolitical, historical, and epistemological processes and not just as a neutral location. At British universities, a mostly student-led movement has started to emerge that fights for decolonizing higher education. This movement is inspired by transnational student movements like Rhodes/Fees Must Fall in South Africa and calls for challenging racist, colonialist, nationalist, and neoliberal paradigms in knowledge production by addressing both issues of epistemology and access to higher education. Applying central political claims of the "decolonising the curriculum" movement, the author explores potentials and challenges of the task of decolonizing trans/gender studies in Europe and the global North. The author's intervention opens up a discussion on how to conceptualize knowledge on transgender with a central focus on decolonial and transnational perspectives.

The new edition of Key Concepts in Gender Studies is a lively and engaging introduction to this dynamic field. Thoroughly revised throughout, the second edition benefits from the addition of nine new concepts including Gender Social Movements, Intersectionality and Mainstreaming. Each of the entries: • begins with a concise definition • outlines the history of each term and the debates surrounding it • includes illustrations of how the concept has been applied within the field • offers examples which allow a critical re-evaluation of the concept • is cross-referenced with the other key concepts • ends with guidance on further reading. A must-buy for undergraduate and postgraduate students in a range of social science and humanities disciplines.

In 2012 and 2013, the Swedish Secretariat for Gender Research publishes a five-part series on Swedish gender studies, in which Gender Studies Education and Pedagogy is the first part. The aim is to highlight and spread knowledge about gender studies to wider circles, both within and outside universities and other higher education institutions. The publication of this series is being led by editors Anna Lundberg (Linköping University) and Ann Werner (Södertörn University), and includes a reference group of representatives from gender studies disciplines in Sweden as well as the authors who have contributed to the publications. The themes for the four following publications are: What the future holds for students of gender studies – a national alumni survey; Gender studies, politics and social responsibility; Academic challenges in writing and thought; Theoretical/methodological contributions from gender studies. It is not yet decided whether the remaining parts will be translated to English. The publications have been selected based on consultations between the series editors, the Swedish Secretariat for Gender Research, the reference group and the authors. The reference group consists of: Ulrika Jansson (Karlstad University), Jenny Björklund (Uppsala University), Stina Backman (Linköping University), Hanna Hallgren (Södertörn University), Fanny Ambjörnsson (Stockholm University), Irina Schmitt (Lund University), Erika Alm (University of Gothenburg), Gunnel Karlsson (Örebro University), Kristin Järvstad (Malmö University) and Mia Liinason (Genusforskarförbundet).