Abstract
ABSTRACT The purpose of this article is to examine how the #MeToo movement can serve as a curricular object of inquiry of gender justice futures in U.S. public schooling. Tarana Burke [2020. “A Conversation with Tarana Burke.” Uploaded 26 February. http://youtube.com/watch?v = z7FapboZddg] asserts that institutional courage and innovation is needed that goes beyond the limitations of Title IX and think about how schools understand their culpability in perpetuating the privileging of hegemonic gender in curricula. Intersectionality grounds the exploration of how historical and structural processes reproduce material, discursive, and political conditions of gender injustice in education systems and society. The methodology for this study is a part of a larger multiyear critical ethnography. The implication of this work considers how #MeToo has made school-based gender and sexual violence more visible and accountable to critique in public schooling in the U.S.
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