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Abstract
This section includes eighty-six short original essays commissioned for the inaugural issue of TSQ: Transgender Studies Quarterly. Written by emerging academics, community-based writers, and senior scholars, each essay in this special issue, "Postposttranssexual: Key Concepts for a Twenty-First-Century Transgender Studies," revolves around a particular keyword or concept. Some contributions focus on a concept central to transgender studies; others describe a term of art from another discipline or interdisciplinary area and show how it might relate to transgender studies. While far from providing a complete picture of the field, these keywords begin to elucidate a conceptual vocabulary for transgender studies. Some of the submissions offer a deep and resilient resistance to the entire project of mapping the field terminologically; some reveal yet-unrealized critical potentials for the field; some take existing terms from canonical thinkers and develop the significance for transgender studies; some offer overviews of well-known methodologies and demonstrate their applicability within transgender studies; some suggest how transgender issues play out in various fields; and some map the productive tensions between trans studies and other interdisciplines.

For thirty years Henry Giroux has been theorizing pedagogy as a political, moral, and cultural practice, drawing upon critical discourses that extend from John Dewey and Zygmunt Bauman to Paulo Freire. This impassioned book starts with the crucial role of pedagogy in schools before extending the notion to the educational force of the wider culture. Giroux focuses on five crucial elements associated with critical pedagogy. First, he presents an overview of the term as it applies to schooling and to larger cultural spheres. Second, he analyzes the increasingly empirical orientation of teaching

Abstract
As the South African student movement of 2015–16 began to develop a deeper critique of the character of the transition out of apartheid and its minimal effect on the institutions of colonialism and apartheid, the administrators of postapartheid universities worked with the managers of the security infrastructure of the state to orchestrate a national police shutdown of the student and worker movement. This essay is an effort to sustain an objection to that coordinated effort, and to work through a proposal for how the new managers of the postapartheid state and university could have—should have—acted otherwise. This proposal is called abolition pedagogy, a refusal of the long-standing relationship between education and violence, and a reading of the pedagogic labor involved in antiviolence work. In the midst of the recent student protests, a 1969 exchange of letters between Theodor Adorno and Herbert Marcuse—in which Adorno justifies his having "called the police" on the student movement in Germany—was used to justify calling the police on South African students some fifty years later. This article unpacks the citation, and uses Adorno's own commitment to critique as a "force field" to show up the limitations of his position, and to call for a different mode of engagement with the difficulties and possibilities of ongoing struggle. Adorno's "force field" is contrasted with his poor reckoning with jazz and his inability to see the work of critique in jazz and by implication in many other forms. Abolition pedagogy pursues a transformative orientation to histories of violence, asking how to sustain strategies for their unmaking.

AbstractHumans are adapted to spontaneously transfer relevant cultural knowledge to conspecifics and to fast‐learn the contents of such teaching through a human‐specific social learning system called 'pedagogy' (Csibra & Gergely, 2006). Pedagogical knowledge transfer is triggered by specific communicative cues (such as eye‐contact, contingent reactivity, the prosodic pattern of 'motherese', and being addressed by one's own name). Infants show special sensitivity to such 'ostensive' cues that signal the teacher's communicative intention to manifest new and relevant knowledge about a referent object. Pedagogy offers a novel functional perspective to interpret a variety of early emerging triadic communicative interactions between adults and infants about novel objects they are jointly attending to. The currently dominant interpretation of such triadic communications (mindreading) holds that infants interpret others' object‐directed manifestations in terms of subjective mental states (such as emotions, dispositions, or intentions) that they attribute to the other person's mind. We contrast the pedagogical versus the mindreading account in a new study testing 14‐month‐olds' interpretation of others' object‐directed emotion expressions observed in a communicative cueing context. We end by discussing the far‐reaching implications of the pedagogical perspective for a wide range of early social‐cognitive competences, and for providing new directions for future research on child development.

Abstract'Pedagogy first' has become a mantra for educators, supported by the metaphor of the 'pedagogical horse' driving the 'technological cart'. Yet putting technology firstorlast separates it from pedagogy, making us susceptible to technological or pedagogical determinism (i.e. where technology is seen either as the driving force of change or as a set of neutral tools). In this paper, I present a model of entangled pedagogy that encapsulates the mutual shaping of technology, teaching methods, purposes, values and context. Entangled pedagogy is collective, and agency is negotiated between teachers, students and other stakeholders. Outcomes are contingent on complex relations and cannot be determined in advance. I then outline an aspirational view of how teachers, students and others can collaborate whilst embracing uncertainty, imperfection, openness and honesty, and developing pedagogical knowledge that is collective, responsive and ethical. Finally, I discuss implications for evaluation and research, arguing that we must look beyond isolated ideas of technologies or teaching methods, to the situated, entangled combinations of diverse elements involved in educational activity.

Social pedagogy in Bulgaria has a long and interesting tradition that has remained hidden from the international world of the subject. In Bulgaria, social pedagogy is a unique mixture of the German social pedagogical tradition, the Bulgarian pedagogical system and Russian pedagogical influence. Social pedagogy affirmed its position within the Bulgarian pedagogical space around the same time as Karl Mager used the term for the first time. In spite of the tight grip social pedagogy had on the Bulgarian education system, during the time of communism it was branded as 'bourgeois science' and was forbidden, but not forgotten. The second phase of the development of Bulgarian social pedagogy started at the beginning of the 1990s, as a result of the democratisation and liberalisation changes that took place following the fall of communism. Since that time, social pedagogy in the Bulgarian context has evolved into the remarkable science and practical field it is today. This article attempts to spread the knowledge of Bulgarian social pedagogy's origins, traditions, concepts, theories and practices, and to open the door for further cooperation between Bulgaria and the international social pedagogical community.

"With the publication of Pedagogy of the Oppressed, Paulo Freire established himself as one of the most important and radical educational thinkers of his time. In Pedagogy of Hope, Freire revisits the themes of his masterpiece, the real world contexts that inspired them and their impact in that very world. Freire's abiding concern for social justice and education in the developing world remains as timely and as inspiring as ever, and is shaped by both his rigorous intellect and his boundless compassion. Pedagogy of Hope is a testimonial to the inner vitality of generations denied prosperity and to the often-silent, generous strength of millions throughout the world who refuse to let hope be extinguished."--Back cover