Gathering research from across four continents and education settings ranging from elementary school to higher education, to popular social movements, the methodologically diverse case studies in this book offer insight into how teachers and students negotiate the intertwined logics of neoliberalism and gender. It was originally published as a special issue of Gender and Education.

Introduction 1. When solidarity doesn't quite strike: the 1974 Hortonville, Wisconsin teachers' strike and the rise of neoliberalism 2. Gettin' a little crafty: Teachers Pay Teachers©, Pinterest© and neo-liberalism in new materialist feminist research 3. Neoliberalism and higher education: a collective autoethnography of Brown Women Teaching Assistants 4. Encountering gender: resisting a neo-liberal political rationality for sexuality education as an HIV prevention strategy 5. Contesting silence, claiming space: gender and sexuality in the neo-liberal public high school 6. An education in gender and agroecology in Brazil's Landless Rural Workers' Movement 7. Aligning the market and affective self: care and student resistance to entrepreneurial subjectivities

Sarah A. Robert is Associate Professor at the University at Buffalo (SUNY), USA. Her research and teaching focuses on how to harness the power of teachers' knowledge and education reform for education equity. Her ultimate goal is to mediate the often diverging interpretations of what "problems" a policy should address and forge a more inclusive policy making process.

Heidi K. Pitzer is an interdisciplinary scholar and teacher with expertise in the Sociology of Education. Her interests include social justice education, race and class inequality, critical and media literacies, and teacher labor. She currently teaches at Syracuse University, USA.

Ana Luisa Muñoz García is currently an Assistant Professor in the School of Education at the Pontificia Universidad Católica de Chile, Chile. She also is a History and Geography Teacher. Her investigations have focused on educational research and practice in poverty areas and the construction of knowledge in academia within the framework of internationalization policies.