Article

Schooling cultures: Institutionalizing heteronormativity and heterosexism

International Journal of Inclusive Education

March 2007
11(2):147-162

DOI:10.1080/13603110500296596

Authors:

Tania Ferfolja

Western Sydney University

This paper explores how some schooling cultures in New South Wales (hereafter NSW), Australia, police and silence non‐heterosexuality through a number of institutional processes which enable homophobia and heterosexism to flourish, while normalizing and constituting heterosexuality as the dominant and only valid sexuality. The discussion shows that despite an apparent broader societal ‘tolerance’ for non‐heterosexuality, as well as legislation that condemns anti‐‘homosexual’ discrimination in education in NSW, homophobic prejudice — often in the form of silence, omission and assumption — prevails. It illustrates that schools need to be much more aware and proactive in addressing issues pertaining to this social justice issue to ensure a safe and equitable learning and teaching environment for all members of the school community. There is not one but many silences, and they are an integral part of the strategies that underlie and permeate discourses. (Foucault, 197816. Foucault , M. 1978. The History of Sexuality, Vol. 1: An introduction, Edited by: Hurley , R. New York, NY: Vintage. View all references, p. 27) Lying is done with words, and also with silence. (Rich, 198036. Rich , A. 1980/84. On lies, secrets and silence. Selected prose 1966–1978, London: Virago. View all references/84, p.186)

“I Don’t Expect the University to Support Queers”: Identity Management and Ambivalence toward Institutional Support for Queer University Students in China

Article

Full-text available

Sep 2024
Int J Sociol

Taylor Le Cui 崔乐

Drawing on in-depth interviews with 17 participants, this study explores the experiences of Chinese queer university students in managing their queer identity on campus. A range of strategies is outlined, including passing, covering, being implicitly out, and being explicitly out. This study also presents participants' expectations regarding institutional support, as well as their ambivalence toward it. While participants expressed various expectations of university support, they simultaneously considered institutional support difficult or impossible due to the campus climate and broader political context. Informed by queer theory and the concept of heteronormativ-ity, this paper engages in a queer critique of Chinese higher education, examining the manifestations of heteronormativity at both institutional and interpersonal levels. Situated within the context of Xi Jinping's presidency, which has reinforced political control over higher education in China, this study examines the impact of intensified authoritarianism on the campus experiences of queer university students. In this challenging environment, the study highlights a unique facet of contemporary China, providing empirical insights into the power dynamics among queer individuals, educational institutions, and the party-state.

“Because I live it.”: LGB teacher identities, as professional, personal, and political

Article

Full-text available

Jul 2023

Anna Llewellyn

Whilst protected by equality laws, lesbian gay and bisexual (LGB) teachers have varying experiences within United Kingdom schools. Schools are predominantly heteronormative, moreover LGB has been positioned as in conflict with discourses of childhood innocence. However, recently there is more expectation of inclusion of diverse gender and sexualities. Although how this is enacted is inconsistent within and between schools. By drawing on interview data conducted in 2020, this research analyses the experiences of LGB teachers. Moreover, it brings together two bodies of literature that do not often speak to each other—research that explores teacher identity and research that centers LGB teacher identity. Findings suggest there are commonalities between these bodies of research, for instance around the importance of ‘being yourself’ and of teachers’ past experiences. However, there is special significance for LGB teachers whose identities have historically been denied in schools, because of their sexual identity. In addition, there is the expectation under neoliberalism of individuals actioning inclusion. As such, the LGB teacher may become a pedagogical resource. None of this is equally available, although marketized notions of diversity place responsibility onto the individual. In their actions, the LGB teacher identity is always professional, personal and political.

Narrating kinship and connection: the life stories of adult-children raised by LBTQ parents

Thesis

Jan 2020

Eliza Garwood

Despite the increasing literature on LGBTQ families, there continues to be limited research on the children within these families. The social, legal and political context for LGBTQ people has transformed drastically over the twentieth and twenty-first century. However, we know little about how these changes will have shaped the life courses of people raised by LGBTQ parents. The data within this thesis comes from 20 biographical interviews with adult-children raised by lesbian, bisexual, trans and queer (LBTQ) parents in England and Scotland. This thesis explores how people with LBTQ parents narrate their life stories, particularly addressing the intersections of family, identity, social norms and historical context. I use a combination of life course and queer theory to discuss the complex and messy everyday spatialities and relationalities found in participant life stories. The study examines the interplay between notions of normative families, genders and sexualities, and alternative everyday practices in families with LBTQ parents. This analysis is combined with a geographical and temporal lens, discussing how family practices, emotions and relationships can shift through time and space. I firstly discuss this in relation to genetic normativity, noting that although people with LBTQ parents often live in families that seem to resist dominant notions of biological relatedness, genetic discourses remain significant to those raised by LBTQ parents. This suggests that children raised in LBTQ households must navigate between the non-traditional aspects of their families and ongoing normative genetic discourses. Secondly, I examine queer origin stories, highlighting the ways that adult-children with LBTQ parents emphasise the importance of knowing their queer family histories, rather than only their genetic relations. This demonstrates the ways that adult-children can re-create, re-shape and re-tell their queer origin stories in adulthood. Third, I look into how participants narrated their experiences within the various spaces they moved between. I focus on the idea of ‘coming out’ or disclosure, to discuss how the power within specific contexts prompt different practices, displays, and feelings from people with LBTQ parents. Finally, I explore how participants related to ideas of normality and normativity more broadly, noting adult-children’s pursuit of intelligibility and legitimacy; how adult-children engage in quiet forms of everyday activism; and complicate traditional notions of the idealised life course. These findings contribute to the geographies of family and intimacy and sociological understandings of LGBTQ and queer kinship, adding to the limited body of work on children raised by non-heterosexual or gender confirming parents.

Between LGBTTIQ-support and heteronormativity: Constructions of nor- mality inside a school LGBTTIQ-support project in Germany

Research

Full-text available

Mar 2021

How does heteronormativity become visible within the discourse of LGBTTIQ-support activists at the school? Using data from non-moderated group discussions among schoolchildren aged between 14 and 18, who were involved in LGBTTIQ support projects in different schools within the German Federal State of North Rhine-Westphalia, the article reconstructs how concepts of norms and normality, heteronormativity, difference and otherness are being articulated by the students. A sequential analysis of the group discussions is used to detect the meaning of norms and normality with respect to LGBTTIQ identities, to highlight the way in which LGBTTIQ-supporters are constantly being subjected to this discourse. Simul-taneously it detects a concealed conflict between the goal setting of LGBTTIQ support and heteronormative discourse. The paper underlines the mechanisms of problematizing LGBTTIQ-identities by students and framing them as non-normality, thus showing the power of heteronormative discourse, the very discourse young LGBTTIQ-supporters are trapped in and trying to cope with.

‘I don’t think my sexuality would come into teaching at all’: exploring the borderland discourse of Australian LGBTQ+ pre-service teachers

Article

Jul 2020

Kate Russell

Experiences of non-heterosexual teachers are relatively understood, but little work focuses explicitly on LGBTQ+, pre-service teachers and none in the Australian context. Alsup’s ([2006]. Teacher identity discourses: Negotiating personal and professional spaces. New York: Routledge.) borderland discourse is used to explore the role of gender and/or sexual identity in developing teacher identities of 12 Australian LGBTQ+ pre-service teachers. Findings show identity management and negotiation practices relating to decisions to hide or disclose identities in school contexts. Creating opportunities for borderland discourses, where tensions between the personal and professional can be deliberately brought to the fore, is presented as key to support the development of all new teachers.

Minority Stress or Gender Shift? Testing the Effect of Sexual Orientation on Psychological Distress Among Hong Kong Adolescents

Article

Full-text available

Oct 2024
Sex Cult

The minority stress theory predicts that sexual minorities experience more psychological distress than heterosexual individuals because of stigma-related stress. However, the gender shift theory argues that sexual-minority females experience less distress than heterosexual females because the former’s personality tends to shift in the male-typical direction and are less likely to possess neuroticism. We used a representative sample of Hong Kong secondary school adolescents (N = 6,725) to determine which theory would better explain the disparity in psychological distress between sexual-minority and heterosexual youth in the city. We conducted mediation analyses via structural equation modeling in the female sample (n = 2,984) and the male sample (n = 3,741) respectively. Our results support the minority stress theory, as sexual minorities of both sexes suffered from greater psychological distress as opposed to their heterosexual counterparts. Sexual orientation had a significant indirect effect on psychological distress via gender feeling, a measure of the extent to which individuals feel female or male. Sexual minorities who felt more like the opposite gender experienced more distress than their heterosexual counterparts. We also conducted an analysis of covariance to explore the between-group differences in psychological distress across sexual orientations in each sample. Our results show that bisexual/pansexual adolescents had significantly higher distress levels than their heterosexual and asexual counterparts.

Unveiling heteronormativity: a visual exploration of LGBT+ teachers’ experience using photo elicitation

Article

Full-text available

Jul 2024
Sex Educ

Adam Brett

At a time when UK schools are experiencing backlash for ensuring their LGBT+ colleagues and students are included, this article examines the ways in which schools create and uphold cisgender heterosexuality as the dominant narrative. The article presents the findings from four participants who took part in a photo elicitation study to represent their experiences as LGBT+ secondary school teachers in England. The photos and interviews reveal the myriad ways in which cisgender heteronormativity is produced in schools. The data also provides vital examples of how this dominant discourse is beginning to be challenged, and where small everyday acts can successfully disrupt the production of heteronormativity.

Gender and schooling in Australia

Article

Full-text available

Jun 2024

This special issue presents a collection of recent papers drawing on qualitative research in and about schooling in Australia and the ways in which gender-related issues in the broadest sense continue to shape people’s educational experiences. These papers from the present are positioned in relation to the long histories of policy and research attention to gender equity in Australian education. We set the context for work in the present by scanning the past, noting the ambitions, the gaps and the failures of earlier policies, and drawing attention to the quality and volume of research that has previously been undertaken in this area. We explore the current policy vacuum regarding gender to consider some of the pressures and complexities that have led to the erasure or avoidance of gender-related issues. Each of the papers that form this special issue demonstrate—despite different methods, theoretical frameworks, settings and participant cohorts—how stereotypes and limitations circulate in everyday life in schools and beyond them, and how these impact on people. They each explore from a different starting point how gender injustices are perpetuated and produced, in often subtle and nuanced ways that require concerted effort to unpack. They simultaneously offer insights into the critical and creative ways that young people and those around them are reconfiguring gender and seeking more hopeful and more equitable educational experiences and outcomes. Collectively, the papers that form this special issue advocate for policies and practices that embrace the complexities of young people's lives and are oriented towards inclusive and equitable educational environments.

On becoming a queer educator: reflections on queer perspectives and approaches in initial teacher education

Article

Full-text available

Apr 2024
Continuum J Media Cult Stud

This paper explores the experiences of embedding queer perspectives and approaches into Initial Teacher Education (ITE). Initial teacher education is a topic of great interest; however, little is known about how teacher educators and teacher training institutions can support queer preservice and graduate teachers’ transition into their chosen profession. Queer educators face unique challenges, including homophobia and transphobia, covert and complex norms that regulate and silence queer identities, and systemic, macro forces that play out in everyday work. This article explores the literature on this topic. A brief review of the literature contextualizes issues relevant to this article to frame an account of four reflective vignettes that illustrate key concepts. Concepts including queerness and queer identities, heterocentricity, heteroprofessionalism, the nature and impact of homophobia and transphobia in educational contexts, neoliberalism, critical theory and critical literacies are used to connect the reflective vignettes to these ideas. It concludes with recommendations for teacher educators and training institutions and future research. Recommendations for teachers and teacher educators are relayed including the facilitation of spaces for queer and allied educators as well as strategies for queering curriculum.

Shifting professional and personal identities of the cisgender scholar doing LGBT research

Article

Full-text available

Feb 2024

Anthony Brown

Background: Scholars researching the issues of lesbian, gay, bisexual, transgender and other sexual and gender minorities (LGBT) are being denounced as performers of ‘dirty’ work and promotors of ‘immorality’. Such scholars face obstacles in the workplace, such as difficulties in obtaining ethical approval, scarcity of funding, bullying, denial of promotion and unacknowledged scholarship, among other struggles.Objectives: This article intends to highlight the unintended, unanticipated and often overlooked impact that certain LGBT research interests have on the professional and personal identities of the scholar.Method: This exploratory qualitative study uses a reflexive dialogical single case study approach to understand how Katlego (a pseudonym), a cisgender heterosexual researcher, is affected by his interest in LGBT studies. Continuous supervision notes that enable thoughtful reflexive practice in qualitative research shaped the basis of this article.Results: This article shows how Katlego’s LGBT research interest resulted in him being policed, his professional intentions questioned, his bodily expression scrutinised and personal conflict being blamed on his allegedly ‘disgraceful’ research interest. Furthermore, it demonstrates how the conflation of Katlego’s interest in LGBT research with pervasive negative assumptions of non-heteronormative sexual orientations, gender identities and expressions has resulted in a shift in his professional and personal identities.Conclusion: This article calls for awareness of the issues faced by all researchers interested in LGBT research and support strategies for navigating the professional identity, workplace environment and social ecologies within a frowned-upon research field. Failure to do so could compromise their career trajectory, well-being and safety in compulsory heterosexual environments.Contribution: This article illustrated how gender regimes position the researcher as an active creator of knowledge; therefore, the research process experiences can neither be made invisible nor neutralised. Researchers must overtly consider and prepare for situational and unanticipated ethical issues.

Space, surveillance, and stress: a Lefebvrian analysis of heteronormative spatial production in schools, using a photo elicitation method with LGBT+ teachers

Article

Full-text available

Jan 2024

Adam Brett

This article examines how schools are produced as spaces for heterosexual, cisgender citizens. Lefebvre’s spatial triad is employed to analyse how conceived, perceived and lived spaces interact to produce a space that is often experienced as one of surveillance for LGBT+ people. This surveillance can lead to the internalisation of negative social attitudes and experiences of minority stress. The article details the experiences of four LGBT+ teachers who took part in a photo elicitation study, which involved taking photographs of spaces in their school that represented where they felt most and least safe. These accounts bring to life the small and subtle ways in which schools are produced and experienced as heteronormative environments. The article concludes that more needs to be done by school leaders to ensure the inclusion and safety of their LGBT+ staff and students, and that an equity model that listens to the lived experience of LGBT+ people is central to achieving this.

Critical review of Kate Manne’s “Down girl”

Article

Full-text available

Apr 2019

In “Down Girl. The Logic of Misogyny” Kate Manne offre una nuova definizione di misoginia come un sistema di premi e punizioni che mira a mantenere l’ordine patriarcale, che si distingue dal sessismo, che è invece l’ideologia che giustifica i ruoli tra i generi nella società patriarcale.In questo modo, l’autrice riesce a rendere conto di fenomeni che differiscono per carattere e intensità, come una battuta sessista e un femminicidio, e a sottolinearne la matrice comune. Il libro fa continuo riferimento ad avvenimenti reali come esempi di questo fenomeno. La distinzione riesce a cogliere il fenomeno, tanto che il testo probabilmente diventerà un punto imprescindibile all’interno del dibattito sul genere e i rapporti tra i generi.

Understanding gender and sexuality: The hidden curriculum in English schools

Article

Full-text available

Dec 2023

Schools continue to produce regimes of gender and sexuality, including overt and covert curricula based on assumed essentialist differences between girls and boys, reinforced and regulated through uniform, sport and peer pressure. The recent focus on the experiences of trans and non‐binary children in schools makes visible the ways in which all children are subject to heteronormatively gendered regulatory and disciplinary techniques in everyday school life. This article discusses the findings from a pilot study drawing on participatory action research techniques with 42 young people in six workshops in north‐east England. Recruitment methods were required to be flexible given the context within which the study was conducted, which was with Covid‐19 mitigations in place. This meant that we were not able to be fully inclusive of young people from local youth groups as they were either not meeting or only meeting online. We thus had to mainly recruit from university student societies and student residences from which we organised three workshops; sports organisations from which we organised one workshop, and a local youth group with which we ran one workshop. The final workshop was conducted with young people who had attended one of the previous five workshops, to enable feedback on our analysis. All participants were over 16 years of age. The majority of participants were women (25) with 16 men, including one transman, and one non‐binary person. Most identified as white (31) with the rest identifying as Black, East Asian and British ‘Other’ (11). The focus of the workshops was to explore with young people their memories about where and how they first encountered being ‘gendered’ and/or having a sexuality. The data has been collected, recorded and transcribed within strict ethical guidelines. The workshop data has been analysed using a grounded theory approach, where we developed the theoretical models from the data. This article focuses on those key moments when their behaviours, presentation and/or ideas were subject to facilitators and/or regulators of their gender and/or sexuality. We draw out the contradictions inherent in, on the one hand, the essentialist rationales for difference and inequalities between genders and sexualities in schools and, on the other hand, the apparent need to enforce these ‘natural’ differences and inequalities. Participatory creative approaches were adopted in each workshop to promote conversations and drawings about who regulated/facilitated their gender and/or sexuality and how they did so. Each workshop cumulatively informed the next, leading to a sixth synthesising workshop that collectively analysed young people's reflections. Drawing on the conceptual frameworks of epistemic injustice (M. Fricker, Epistemic Injustice: Power and the Ethics of Knowing, Oxford University Press, 2007) and ‘space for action’ we conclude that young people want and need brave active spaces to discuss and ‘do’ gender and sexuality, and to resist essentialism and social control. Schools can be both places where control is created and entrenched and where it can also be resisted. Our research suggests that better whole school responses to dismantle regimes of gender and sexuality can be created by and for young people.

Shifting professional and personal identities of the cisgender scholar doing LGBT research

Article

Full-text available

Aug 2023

Anthony Brown

Background: Scholars researching the issues of lesbian, gay, bisexual, transgender and other sexual and gender minorities (LGBT) are being denounced as performers of ‘dirty’ work and promotors of ‘immorality’. Such scholars face obstacles in the workplace, such as difficulties in obtaining ethical approval, scarcity of funding, bullying, denial of promotion and unacknowledged scholarship, among other struggles. Objectives: This article intends to highlight the unintended, unanticipated and often overlooked impact that certain LGBT research interests have on the professional and personal identities of the scholar. Method: This exploratory qualitative study uses a reflexive dialogical single case study approach to understand how Katlego (a pseudonym), a cisgender heterosexual researcher, is affected by his interest in LGBT studies. Continuous supervision notes that enable thoughtful reflexive practice in qualitative research shaped the basis of this article. Results: This article shows how Katlego’s LGBT research interest resulted in him being policed, his professional intentions questioned, his bodily expression scrutinised and personal conflict being blamed on his allegedly ‘disgraceful’ research interest. Furthermore, it demonstrates how the conflation of Katlego’s interest in LGBT research with pervasive negative assumptions of non-heteronormative sexual orientations, gender identities and expressions has resulted in a shift in his professional and personal identities. Conclusion: This article calls for awareness of the issues faced by all researchers interested in LGBT research and support strategies for navigating the professional identity, workplace environment and social ecologies within a frowned-upon research field. Failure to do so could compromise their career trajectory, well-being and safety in compulsory heterosexual environments. Contribution: This article illustrated how gender regimes position the researcher as an active creator of knowledge; therefore, the research process experiences can neither be made invisible nor neutralised. Researchers must overtly consider and prepare for situational and unanticipated ethical issues.

The job interview experiences of a Namibian transgender teacher graduate in pursuing employment

Article

Full-text available

Jul 2023

Background: Previous research about transgender people’s workplace experiences has confirmed intense levels of discrimination and prejudice. There is a particular silence on trans people’s experiences in the job interview. Objective: The objective of this study was to explore how transgender people are dealt with in job interviews. Method: This single case-study approach explore the experiences of transgender youth in presenting for a job interview. An in-depth semi-structured interview was the primary data-collection method. Content analysis was applied to the data and yielded a discussion focusing on the various job interview experiences affecting perceived discrimination, career aspirations and personal well-being. Results: This study describes how Selma, a transgender woman, was subjected to overt discrimination based on her gender expressions considered incongruent with expected norms. Her feminine voice and mannerisms resulted in her being ridiculed and humiliated during the interview process. In some instances, the interview process was interrupted in a hostile manner to confirm whether she was a man or a woman or to pressure her to speak like a man. This study suggests that the Namibian labour market insists on compulsory cis-heteronormative embodiment. Conclusion: This study calls for awareness training about transgender people and workplace inclusivity. It also recommends that employers develop and implement a post-interview feedback tool to explore invited interviewees’ experiences. Contribution: This study highlights how job interviews, as an entry requirement to the job market, are riddled with prejudices, stereotypes of and discrimination towards transgender people.

Shifting the Forensic Anthropological Paradigm to Incorporate the Transgender and Gender Diverse Community

Article

Full-text available

Jun 2023

Forensic anthropology and, more broadly, the forensic sciences have only recently begun to acknowledge the importance of lived gender identity in the resolution of forensic cases, the epidemic of anti-transgender violence, and the need to seek practical solutions. The current literature suggests that forensic anthropologists are becoming aware of these issues and are working toward efforts to improve identification of transgender and gender diverse (TGD) persons. The scope of the problem, however, is not limited to methodology and instead can be traced to systemic anti-trans stigma ingrained within our cultural institutions. As such, we call on forensic anthropologists to counteract cisgenderism and transphobia and promote gender equity and inclusion in their practice. In this paper, we identify three areas in which forensic anthropologists may be positioned to intervene on cisgenderist practices and systems: in casework, research, and education. This paper aims to provide strategies for forensic anthropologists to improve resolution of TGD cases, produce more nuanced, gender-informed research, and promote gender equity and inclusion in the field.

Policing Transgender People

Chapter

Full-text available

Jun 2023

This chapter charts the key issues influencing how policing is experienced by transgender people. A growing body of research in this area has begun to elaborate the very challenging and violent experiences that transgender people have with criminal processing systems worldwide and the immense inequities they face in these systems, regardless of whether they are victims, offenders, or witnesses. The chapter therefore overviews the key concerns impacting police interactions with transgender people, including issues such as being profiled as sex workers as an entry point to police experiences, violence experienced from police, and inappropriate searches, custody issues, and misgendering by police officers when they are being processed.

Transgender and Gender Non-conforming Young People and the School-To-Prison Pipeline: Too Crucial to Ignore

Chapter

Full-text available

Jun 2023

Drawing on data from the United States, Australia, New Zealand, United Kingdom, and Brazil, this chapter outlines forms of abuse and violence present in school spaces and suggests ways to stop transgender and gender non-conforming youth, particularly young people of color, from ending up in the school-to-prison pipeline. It will first discuss the history of policing gender. Second, it provides a global overview of the detrimental effects of bullying. Third, it describes how transgender, and gender non-conforming youth come to be incarcerated. The chapter concludes with some policy suggestions that might be helpful in reducing the number transgender and gender non-conforming youth that are incarcerated, as well as suggestions that may help transgender and gender non-conforming students finish their education.

Exploring the Educational Life Histories of Australian Transgender Faith-Based Secondary School Graduates

Article

Full-text available

Feb 2023

In this paper we draw on stories of schooling as told by three transgender secondary school graduates. The study does not aim to be generalizable or ‘speak’ for the educational experiences of all Australian transgender-identifying students. The study is framed by first person articulations of what a trans-positive educational experience might involve. The paper leverages a life-history approach in which the participants rearticulate the influence that cisnormative school environments and media practices had on their transition timeframes. Throughout the life-history interviews conducted in a focus group, the participants considered the concept of how a trans-positive educational approach could be deployed in schools to develop services and resources that align with the findings of the National LGBTIQ Health Alliance, 2020.

Under the spotlight: exploring the challenges and opportunities of being a visible LGBT+ teacher

Article

Full-text available

Nov 2022

Adam Brett

There is an important and broad range of existing literature exploring the experiences of lesbian and gay teachers. However, most of this literature adopts a deficit model whereby openly lesbian and gay teachers are viewed as likely to experience personal and professional difficulty. This article offers a more nuanced, and sometimes positive, portrayal of the experiences of LGBT+ secondary school teachers. It presents findings from a case study of three teachers engaging in a photo elicitation research project, in which participants took photographs in their schools to represent the spaces where they felt most and least safe. Participants later discussed the significance of these pictures in one-to-one interviews, revealing key insights that were often time and contextually specific. Although many of the findings support the view that being an openly LGBT+ teacher can present challenges, the research also provided examples of more positive narratives. These narratives present a new and hopeful perspective, where LGBT+ teachers’ identities can carry a form of queer capital, offering important positives for both the teachers themselves and the schools in which they work.

“If you’re not yourself, who are you going to be?” An Exploration of gender and sexuality diverse pupils, experiences of visibility management in school: A systematic literature review and school factors that predict post-traumatic growth in young people that have experienced bullying at secondary school attributed to their open identification as gender and sexuality diverse

Thesis

Jan 2022

Cleo Timney

Gender and sexuality diverse (GSD) young people (YP) frequently spend their youth exploring and discovering their identities. At this time, they often begin to think about how and when to disclose their GSD identity to others in a variety of contexts; this dynamic and ongoing process can be termed visibility management (VM). At school, GSD YP actively test social reactions, interpret attitudes, and assess safety; ultimately, seeking to be an authentic self and to find acceptance and community. This systematic review explored findings from 16 qualitative studies capturing GSD YP’s experiences of managing visibility in schools internationally. Data was thematically synthesised and seven themes were constructed: We need to explore, discover and accept who we are before we can be our authentic selves, Visibility management is a constant negotiation and a fluid process, We are influenced and oppressed by norms; our visibility breaks norms and changes culture, We are acutely aware and often fearful of social reactions to the visibility of GSD people and to disclosure, We need school staff to do more to support us, We need a visible community to feel safe and experience belonging and We fight for our right to be visible. Implications for practice are discussed. GSD YP transgress social and gender norms and are at an elevated risk for bullying in secondary school. In the UK, GSD identity-based bullying is pervasive and colours the lives of many GSD YP. It constitutes trauma and often results in negative mental health outcomes. Posttraumatic Growth (PTG) is the perception of positive psychological growth following trauma and has been recorded following various traumata, including interpersonal trauma. In adults and YP, several predictors of PTG have been identified. However, little is currently known about its antecedents in GSD YP. This study aimed to address this gap in the field. Survey data was collected from 173 participants (aged 16-25 years) who self-identified as GSD. Independent variables included social acceptance and support from secondary school friends, social support from school staff, engagement in activism, GSD school culture and sense of school belonging. Data was analysed using multiple regression. Results demonstrate the model was statistically significantly predictive of PTG in this population, with social support and acceptance from school friends being the strongest predictors. The study concluded that multiple facets of social support and acceptance promote positive outcomes following GSD identity-based bullying and that the support and acceptance of friends is particularly critical.

GEDIS-MUCHO GENERO QUE CORTAR, Santiago, 2022

Book

Full-text available

Aug 2022

Libro colectivo del Programa GEDIS, de investigación en sexualidad y género de la Universidad Alberto Hurtado.

Bursting the ‘childhood bubble’: reframing discourses of LGBTQ+ teachers and their students

Article

Full-text available

Aug 2022

Anna Llewellyn

LGBTQ+ teachers have been noted to struggle with conflicting professional and personal subjectivities within schools, which are sites of (re)production of heteronormativity. This clash relies upon positioning LGBTQ+ as an adult activity in opposition to discourses of childhood, which are framed around protection and innocence. This research, however, took place at a time of potential change, with aspects of LGBTQ+ inclusion being present within UK schools to varying degrees. In 2020, 50 UK LGBTQ+ teachers engaged in individual semi-structured interviews. Thematic Foucauldian analysis was applied to the data to examine both the discourses produced by the teachers and the subjectivities that were navigated. Findings suggest that many teachers are able to disrupt the binaries of professional/personal and a ‘new’ teacher subjectivity emerges, that acknowledges their LGBTQ+ status. This is framed around neoliberal traits of honesty and authenticity. In relation, the binary distinction between student and teacher is navigated, and childhood is no longer discursively constructed by the teachers as innocent; instead, students are framed around their agency and social awareness. However, there is evidence that protectionist discourses of the child, and professional discourses of the teacher, are also being used to prevent LGBTQ+ inclusion, and restrict LGBTQ+ teachers.

Investigating the role of multicultural education and democratic values on LGBT attitudes of preservice teachers

Article

Full-text available

Jan 2016
KEDI J EDUC POLICY

In this paper we elaborate on the relationships among multicultural education, democratic values, and LGBT individuals, based on the attitudes of pre-service teachers, who are soon-to-be major conduits to students of societies' attitudes. Accordingly, we also investigated the predictive role of multicultural education and democratic values on the LGBT attitudes of preservice teachers. We discovered that Turkish pre-service teachers have positive attitudes toward multicultural education and democratic values. Further, the participants were found to exhibit moderate positive attitudes toward LGBT individuals. Hierarchical regression analysis demonstrated that the attitudes toward multicultural education and democratic values are significant predictors of attitudes toward LGBT individuals. Overall, we discuss the intertwined relationships among attitudes to multicultural education, democratic values, and LGBT individuals, and the probable factors biasing pre-service teachers against LGBT issues.

Perspectiva de Género en Prácticas Educativas del Profesorado en Formación: Una Aproximación Etnográfica

Article

Full-text available

Jun 2022

El presente artículo da cuenta de un estudio, posicionado desde el feminismo y la etnografía escolar, sobre los eventos que perciben docentes en formación durante sus prácticas en instituciones escolares respecto de la transmisión de normas de género, sexismo y discriminación hacia diversidades sexuales y de género. El estudio se llevó a cabo con una muestra de nueve docentes en formación de diversas disciplinas, quienes realizaron registros etnográficos en los contextos escolares en los que se encontraban insertos/as. Los datos fueron analizados desde el feminismo post-estructural mediante el análisis temático reflexivo. Los resultados dan cuenta de la naturalización de mandatos para construir una feminidad tradicional y una masculinidad hegemónica en la escuela, junto con una incuestionada heteronormatividad en las instituciones escolares. Así mismo, se presentan algunas iniciativas transformadoras para la escuela desde una perspectiva de género, como el uso del lenguaje inclusivo y la incorporación de referentes feministas en clases, sin embargo, estos no representan avances articulados por parte de los establecimientos para reflexionar o dialogar sobre temáticas de género. Las y los docentes en formación planten la necesidad de avanzar hacia la transformación social a partir de la perspectiva de género en la escuela.

Cultivating a Queer Mindset: How One Elementary School Teacher is Rattling Common Sense

Article

Jul 2021

Background/Context A significant body of research on gender and sexual diversity in education has called on teachers to “move beyond inclusion” of LGBTQ+ voices in curriculum by queering their practice and “disrupting cis-heteronormativity.” Few studies have focused on the ways that disrupting cis-heteronormativity is challenging work for teachers to engage. Purpose/Objective/Research Question/Focus of Study In this case study, we focus on patterned moves that Laura, a first-grade teacher, made to disrupt cis-heteronormativity by supporting her students in cultivating what we call a “queer mindset”—a way of thinking, feeling, and doing that “rattles” her students’ common sense. Research Design The qualitative study reflects a nested case study design in which Laura represents an individual case within the broader case. Specifically, we use instrumental case study methodology. Conclusions/Recommendations To make good on the goal of disrupting cis-heteronormativity, we encourage educators to cultivate in their students ways of thinking, feeling, and doing that upend common sense and that challenge the status quo. We encourage educators to support their students in developing queer mindsets. This way, not only can educators support individual students, but they can also propel the kind of social transformation we want to see.

Legislating political space for LGBT families: The 2018 referendum on the definition of family in Romania

Article

Full-text available

Sep 2021

As marriage is defined in post‐socialist Romania as the union of two spouses and not specifically between a man and a woman, the legalization of homosexuality in 2002 created the possibility for legal same‐sex marriage and for a more inclusive sexual citizenship. By 2018, a political alliance mobilized a referendum to redefine marriage in a way that would make families headed by same‐sex couples impossible. LGBT rights organizations and others who promote a more tolerant society urged Romanian citizens to boycott the vote. Eventually, due to a missing quorum the referendum was invalidated leaving the definition of marriage as it was – between two spouses. With a mix of qualitative and quantitative methods, we analyze the way that this referendum functioned as a test of the re‐definition of family within the post‐socialist Romanian political space. The failure of this legislation then leads to our central question – were Romanians acting to promote a more tolerant and inclusive definition of family or were they merely reacting against the politicians, religious and other influential groups who initiated the referendum? First, the discourse analysis presents the various sets of ideas employed by actors involved for and against the referendum. Then we conduct a spatial analysis to reveal the territorial articulations of obedience to vote (voter turn‐out) and the results of voting along with other demographic characteristics. Even though the majority of the population with the right to vote preferred to boycott the referendum, our research demonstrates the spatial articulation of attitudes towards LGBT families showing that in Romania there are five overlapping discourses: the tolerant, the politically conformant, the homophobic, the passive rural and the homosexual.

The Impact of Gender Stereotypes on Perceptions of, and Responses to, Same-Sex Intimate Partner Violence

Thesis

Full-text available

Jan 2020

Shannon Stuart

Although victim and perpetrator gender are proposed to influence legally relevant decision-making in cases of intimate partner violence (IPV), there is limited research into factors that may influence decision-making in ‘non-prototypical’ cases of IPV, such as that which occurs between same-sex partners. While research conducted in other contexts suggests that stereotypes about sexual orientation and gender-roles impact perceptions of others (Levahot & Lambert, 2007), the influence of these stereotypes on decision-making in same-sex IPV has not been widely considered. Rather, within the same-sex IPV literature it is suggested that characterisations of same-sex IPV are based on heterosexual gender stereotypes simply applied to same-sex partnerships (Terrance & Little, 2010). However, whether this is an accurate representation of these relationships has not been empirically evaluated. Further, it is unclear precisely how the application of these stereotypes impacts third-party perceptions of same-sex IPV. Research exploring the impact of gender stereotypes on the evaluation of same-sex IPV has produced inconsistent results (Russell & Kraus, 2016; Wasarhaley, et al., 2015). Given that the referral of IPV cases (as with other cases) through the legal system is based on beliefs about how others may perceive the case and evidence (Lievore, 2004), it is important to examine the extent to which stereotypes about gender and sexual orientation influence legal decisions in cases of same-sex IPV. This thesis draws on social psychological theories of stereotyping to investigate people's decision-making processes and legally-relevant judgements about same-sex IPV. Using a mixed-methods approach comprising qualitative and experimental studies, I draw on the cognitive optimiser approach to stereotyping (Macrae, et al., 1994), Role Congruity Theory (Eagly & Diekman, 2005) and Status Incongruity Hypothesis (SIH) (Moss-Racusin, et al., 2010), to first establish the stereotypes drawn on when making judgments about these kinds of cases, and then to examine how and why people respond negatively to victims of IPV who deviate from stereotypic gender expectations. Chapter 1 provides a general overview of the existing literature in the areas of same-sex IPV, and IPV more generally, and identifies the key theoretical constructs relevant to the current program of research. Chapter 2 reports two qualitative studies aimed at identifying the societal beliefs that exist about different-sex and same-sex relationships, without (N = 170) and with IPV (N =251). Results show that stereotypes about partners within same-sex relationships differ when viewed in the context of violence. In relationships without violence, the dominant stereotypes reflect gender inverse, gender typical, and heterosexual gender roles. However, in relationships with violence, the focus shifts to gender typical stereotypes, which appear to influence the perceived severity of the abuse. These findings suggest that examining the impact of gender typical stereotypes may provide clarity around how people perceive, and respond to, same-sex IPV. In Chapter 3 we present the first experimental study (N = 168), which draws on the cognitive optimiser approach to stereotyping (Macrae et al., 1994) to explore the role of gender-related stereotypes and strength of evidence on legally-relevant decision making in cases of same-sex IPV. The results of Chapter 3 show that, stereotypes associated with the victim and perpetrator's gender differentially impact perceptions of severity, guilt, and the stereotypicality of the violence. Specifically, male perpetrators are more likely to be viewed as guilty than female perpetrators. However, violence against men was perceived as less severe than violence against women, regardless of the gender of the perpetrator, or the type of violence perpetrated. These findings further highlight the importance of investigating the role of traditional gender stereotypes on perceptions of same-sex IPV. Chapter 4 details three experimental studies (N = 269, N = 934, N = 732) that replicate the finding that male victims of IPV are perceived more negatively that female victims of IPV, regardless of the perpetrator’s gender. I draw on Role Congruity Theory (Eagly & Diekman, 2005) and the SIH (Moss-Racusin, et al., 2010), to examine how and why people engage in ‘backlash’, -- that is, respond negatively to victims of IPV-- who deviate from stereotypic gender expectations. Chapter 4 demonstrates - for the first time - that backlash against male victims of IPV is a reaction to perceived threats to the gender hierarchy. Further, I find that those who more strongly endorse male role norms (i.e., cultural expectations and definitions of masculine behaviour) judge both male and female victims of IPV in same-sex relationships more negatively than those in different-sex relationships. Finally, Chapter 5 summarises the results of the program of research, discusses the findings in relation to the existing literature, and offers directions for further work in this area. The work presented in this thesis highlights the pivotal role that the endorsement of traditional gender-role beliefs play in the perception of, and responses to, same-sex IPV. This research provides a foundation from which methods to diminish the impact of these extra-legal beliefs in real-world cases can be developed.

Walking the Talk: LGBTQ Allies in Australian Secondary Schools

Article

Full-text available

Jul 2021

Sexual culture(s) are an active presence in the shaping of school relations, and LGBTQ issues have long been recognized as a dangerous form of knowledge in school settings. Queer issues in educational domains quickly attract surveillance and have historically often been aggressively prosecuted and silence enforced. This paper examines the intersections of straight allies in promoting an LGBTQ visibility and agency in Australian secondary schools. Drawing on interviews with “straight”-identified secondary students, a narrative methodology was utilized to explore the presence of student allies for making safe schools. Drawing on straight secondary students' responses to LGBTQ issues in their schools, firsthand accounts of intervening in heteronorming school cultures focus on experiences of being an ally to address LGBTQ inclusivity in Australian secondary schools.

QUEERING RELIGIOUS SCHOOLING: TEACHINGS, VALUES, RITUALS

Thesis

Full-text available

Jan 2019

Seán Henry

Why LGBT Teachers May Make Exceptional School Leaders

Article

Full-text available

Jul 2020

Catherine Lee

The recent school gate protests about the inclusion of LGBT identities in the curriculum suggest that sexual identity remains an issue of moral panic in UK schools. Given this current climate, and the legacy of Section 28, schools have rarely been easy workplaces for LGBT teachers. For LGBT teachers, significant energy and vigilance is required then to navigate the heteronormative and cis-normative staffroom and classroom. There is evidence that LGBT teachers try to remain as invisible as possible in their schools so as to not draw attention to themselves (Lee, 2019a). Some avoid promotion to school leadership roles fearing that the status will necessitate greater personal scrutiny by school stakeholders. Based on key attributes including, reading people, compassion, and commitment to the inclusion of others, making connections managing uncertainty, courage, and risk-taking, this perspective piece argues that some of the strategies LGBT teachers deploy to manage the intersection of personal and professional identities in school equip them with an array of particular skills that are conducive to excellent school leadership.

Exploring the Impact of Artificial Intelligence on Professional Education: A Case Study of MBA, BCA, and B.Tech Programs in Bihar

Article

Mar 2025

Diffractive Ripples of Girls, Schooling, Feminism and Femininities

Article

Apr 2025
AUST FEMINIST STUD

Toni Ingram

This article explores the relational becomings of girls, feminism, femininity and the schooling environment. Drawing on feminist new materialisms and affect theory, it conceptualises femininity and feminism as emerging through dynamic material-discursive assemblages of sensations, bodies, things, ideas and practices. These assemblages derive from a study conducted in Aotearoa New Zealand examining girls’ engagements with the school ball; a practice deeply entangled with traditional norms of femininity and heterosexuality. Verbal and embodied fragments from study participants, feminist theory and ideas are diffractively read through one another to see what ripples, connections and questions might emerge. I consider how a relational approach shifts understandings of feminism and femininity away from pre-existing, self-contained entities or identities, towards thinking about the specificities through which they emerge. This perspective offers nuanced understandings of the relations in-between girls, femininity and feminism that avoid judgements based on binary logic (e.g. good/bad, feminist/not feminist), and instead, helps do justice to the lively and multifaceted nature of feminism, femininities and girls’ lives.

Telling tales from the queer periphery: heteronormative discourses in Australian primary schools

Article

Mar 2025
Sex Educ

Heteronormativity in Swedish schools: making a difference as an LGBT teacher

Article

Aug 2024

Mattias Lundin

Which LGBTQ+ Inclusive School Strategies Support LGBTQ+ Student, Staff and Parent Perceptions of School Climate? A Latent Class Analysis

Article

Full-text available

Aug 2024
J HOMOSEXUAL

‘I haven’t gotten my head around that.’: cisheterosexual school-attending youths’ accounts of how cisheteronormativity features in their sexuality education curriculum.‘

Article

Jun 2024
Int Stud Sociol Educ

Dennis A Francis

Comprehensive Sexuality Education is vital in educating youth about gender and sexuality diversity, and yet there has been a growing debate about including LGBTIQ+ content. Using focus group interviews with 11 cisheterosexual school-attending youth in Cape Town, South Africa, this article considers their accounts of whether and how cisheteronormativity features in their sexuality education curriculum. The participants’ responses are a mixed bag, indicating that while they appear to support their LGBTIQ+ peers and an inclusive sexuality education curriculum, there is little recognition of how cisgender and heterosexual privilege features in schooling. The paper concludes that cisheteronormative structures, discourses, and practices have deep roots that mediate and continue to shape the teaching and learning of sexuality education, ensuring that schools remain as normative spaces that enable just straight bodies to extend into them.

Homophobia in Catholic schools: An exploration of teachers’ rights and experiences in Canada and Australia

Article

Full-text available

Jan 2019

Creating Relating Stories: Fragmentating the Social Fabric of Heteronormativity through Critical Media Literacies

Article

Jun 2023

The problematics of social and academic participation for gender diverse and lgbtqi + youth in school communities is highlighted by the stigmatising relational dynamics which often become the dominant narrative in educational domains. This paper discusses the creation of a critical literacy/media product which arose from a year 7 level curriculum project in which students were invited to seek solutions to address a problem about which they cared. In 2021 a group of Australian secondary school students undertook an investigation into gender diversity and lgbtqi + inclusion. In partnership with teachers and pre-service teachers they co-designed an animation on gender identity opening up wider discussion of ‘orientations and dispositions’ and generating critique around issues of social justice, democracy, equality and inclusion in and out of the classroom.

"If You're Not Yourself, Who are You Going to be?" an Exploration of Gender and Sexuality Diverse Pupils Experiences of Visibility Management in School: A Systematic Literature Review

Article

Aug 2023
J HOMOSEXUAL

Like all young people (YP), those who are gender and sexuality diverse (GSD) spend their youth exploring and discovering their identities; but unlike their peers, they must consider whether, how, and when to disclose their GSD identity to others in a dynamic process of visibility management (VM). At school, GSD YP actively test social reactions, interpret attitudes, and assess safety, ultimately seeking belonging as their authentic selves. Our systematic review explored findings from 16 qualitative studies capturing GSD YPs experiences of managing visibility in schools internationally. Data were thematically synthesized, and seven themes were constructed. The process of visibility management is fluid, a negotiation with social norms that GSD YP's very existence transgresses. YP search for, and through activism actively shape, accepting environments in which they can safely be their authentic selves. GSD YP are actively asking school staff for help in creating open communities where all YP can find a place to belong, to fight to be visible. We offer some suggestions for how we might begin.

LGBTQ+ and Queer Literacy Research: A Review of PK-12 Classrooms and Teacher Preparation

Chapter

Nov 2022

Selena E. Van Horn

This chapter focuses on LGBTQ+ Inclusion and Queer Pedagogy in Literacy Education in the US over the last 30 years. Given this specific field and focus, highlights include foundational scholars and how the field continues to grow. The chapter begins with background on cis/heteronormativity and taken-for-granted assumptions about gender and sexual identities. An overview of pedagogical approaches to LGBTQ+ inclusion and queer pedagogy is provided. The chapter then moves into teacher ideologies and finally teacher preparation. This chapter highlights work that educators have already been doing with nudges for areas to grow.KeywordsLGBTQ+ inclusionQueer pedagogyLiteracy educationHeteronormativity

Homophobia in Catholic Schools of Canada and Australia: A Comparison of Teachers' Rights and Experiences

Conference Paper

Jan 2019

Tonya D. Callaghan

Gender, Sexuality, Adolescence, and Identity in Schooling Gender, Sexuality, Adolescence, and Identity in Schooling

Chapter

Full-text available

Jun 2022

Gender and sexuality are key aspects of identity that intersect with other social categories such as race, class, ethnicity, and ability to shape life experiences. While these forces are at work throughout one's lifetime, adolescence is a particularly important time of discovery, negotiation, and resistance. Most young people in Western countries spend an enormous amount of time in schools, grouped together by age with others from their communities, including teachers and other school personnel. Schools are, therefore, important sites of sociality where young people are faced with the social and power dynamics of belonging, inclusion, and exclusion. The forms these processes take include forming friendships and romantic relationships as well as bullying and violence. Gender and sexuality are central to how these dynamics play out. Young people who do not conform to dominant binary versions of gendered expressions of femininity and masculinity as well as heterosexuality often encounter barriers to inclusion and recognition. Social relations among youth are central, but school curriculum, policies, teacher-student interactions, and how schools are physically organized all contribute to the shape that gender and sexuality will take in a particular context or location. Beyond the official curriculum, schools are sites where an unofficial curriculum of the body, gender performance, and gendered and sexed relations is learned through interactions with others and through encounters with powerful regimes of normativity. Young people are social agents who are actively involved in negotiating their gendered and sexed identities. However, they do so within the constraints of the discourses available to them to make meaning of their experience.

Multiple dimensions of safe space for LGBTQ students: school staff perceptions

Article

Dec 2021

Inclusive school environments have been shown to improve educational outcomes, retention, mental health and overall wellbeing for lesbian, gay, bisexual, transgender, queer, and questioning (LGBTQ) students. Anti-bullying approaches have been common strategies used in schools to promote safety for all students, yet a well-established critique among scholars and educators suggests such approaches by themselves are insufficient. Little research exists investigating the spatial aspects of forming LGBTQ-inclusive school cultures. This article reports on an Australian study exploring teachers’ and school staff understandings of how space influences inclusion and how they negotiateed or established ‘safe spaces’ for LGBTQ students. Drawing on the work of Edward Soja, we explored how participants constituted safety in conceived and perceived spaces, and how this informed the ways in which physical environments were established in the lived space to promote inclusion. We reveal the role of physical, discursive and curriculum spaces in everyday schooling activities and practices to promote LGBTQ inclusion.

Affect and the Making of the Schoolgirl: A New Materialist Perspective on Gender Inequity in Schools

Book

Jul 2021

Melissa Wolfe

By exploring the material-discursive production of gender norms, this book takes a feminist posthuman new materialist standpoint that questions how schoolgirls materialize as pre-determined with educational space and place. An argument is developed on how gender and race inequity is produced through erasure of what has not yet been imagined and by a failure to recognize student potential that is not yet determinate. The volume presents a mapping of student re/accounts of everyday experiences undergone in Australian secondary schools as first and foremost affective accounts. Student negotiations with prescriptive processes of subject participation and subject selection are explored to illustrate how inequities are systematically brought into existence and include an examination of the making of STEM subject fields as entitled male space. Engaging theoretically with concepts from performative feminist new materialism and affect theory, the text maps filmic semblances created as part of an onto-epistemological project, and features chapters that call for alternative educational encounters which affirmatively acknowledge difference and promote non-binary thinking. This text will benefit researchers, academics, and educators with an interest in gender and sexuality education, teacher education, STEM education, gender inequality, intersectionality, and the sociology of education. Those interested in gender studies, affect theory and feminist theory, as well as educational policy and politics more broadly will also benefit from this book.

Lake Level Changes in the Main Ethiopian Rift Valley Using Stellite Imageries

Article

Full-text available

Jul 2021

Lake level change is the variation of water level and size of lakes which results from the shifting of water balance from its normal state. This fluctuation disturbs the stability and suitability of ecosystems which seriously affects the life of plants and animals. The main purpose of this project is to know which lakes show significant water level change and quantify the amount of surface area change from year to year. To achieve this objective, I used multi-temporal satellite image analysis using 10-year interval starting from 1973-2019 which means 46 years back by using TM, MSS and OLI sensors.

Lake Level Changes in the Main Ethiopian Rift Valley Using Stellite Imageries

Article

Full-text available

May 2021

Suryanarayana Thalada

32 keâuee mejes Jej-Je<e&-24-meb KÙee-2-2021 ceje"er ef MeJeYeòeâ ÛeVeekeâer ef nb oer jÛeveeÙes  Øee0[e@ 0 ØeJeer Ce keâejb pekeâj 'kks /k lkj f'koHkä pUukIik okjn ejkBh Hkkf"kd Fks A ij mUgks us fga nh jpuk;s jph bZ ldkj.k mudk ejkBh lkfgR; es fof'k"B LFkku curk gS A mUgks us nks gjs uked jpuk;s fga nh es dh] bu jpukvks ij dchj vkS j rq ylhnkl dk çHkko fn[kkbZ ns rk gS A nks gjs uked fga nh jpuk;s la LFkk es de gS ija rq mudh vkokgd {kerk vf/kd gS A bu jpuk vkS ij mifu'kn vkS j xhrk dk çHkko Hkh fn[kkbZ ns rk gS A bu fga nh jpukvks es lq yHkrk gS A çklknhdrk gS A vkS j de ls de ejkBh 'kCnks dk mi;ks x gS A viuk fopkj Fkks Ms 'kCnks es O;ä djus dh {kerk mues Fkh viuh jpukvks es mUgks us euq "; dks bZ 'oj dk Lej.k djus vkS j bl HkkS rhd txr ls nq j jgus dk mins 'k dh;k gS A mudk la lkj dh vkS j ns [kus dk-"Vhdks .k lHkh la rks dh rjg mukläh dk Fkk A la lkj eR;Z gS vkS j vkRek vej bl fy;s ges eR;Z ftou dks R;kxdj vius eq y Lo:i vFkkZ r vkRek:i es foyhu gks rk gS ;gh fopkj mUgks us viuh fga nh jpukvks es çdV fd;k gS A f'koHkä doh pUuk dh jpuk;s euq "; dks uS frd deks Z dk Lej.k djkrh gS A HkkS rhd ftou es bZ 'oj dk foLej ugh gks uk pkfg;s ;g crkrh gS A euq "; dk vius dehZ ds vk/kkj ij Qy çkIrh gks rh gS bldh vkS j mldk /;ku f[kprh gS A euq "; dks lndehZ ds ekxZ ij pyus dk mins 'k djrh gS A ftou dh {k.kHka xq jrk crkrh gS A 'kCn lw ph 1½ eq "kZ n& bZ 'oj 3½eks {k&eq äh 5½ y{k&,dkxr 2½ okV&ekxZ 4½iS y&fdukjk 6½ mej&ftou mifu"kn & v}S r fopkj çLrkouk& ejkBh foj'kS o f'koHkä doh pUukIik dh fga nh jpuk, egRoiw .kZ gS A mudk iq jkuke pUuIik okjn Fkk A egkjk"Vª ds ^^ejkBokMk** ¼1½ Hkkx es mudk tUe gq ok Fkk A muds tUeo"kZ vkS j eR;q o"kZ ds fo"k; es dq N miyC/k ugh A mudh jpuk es loZ çFke o"kZ 1926 es çdkf'kr dh x;h A mudh jpukvs es ejkBh vHka x] ejkBh ins ] ejkBh Hkk:Ms ] ejkBh vkjrh] buds lkFk lkFk fga nh nks gjs vkS j fga nh vHka x Hkh gS A o"kZ 1926 es çdkf'kr bu jpuk vks dh i"B la [;k 358 Fkh A pUukIik ds fga nh jpuk vks ds ckjs es mudh jpuk ;s ^^dchj** ¼2½ ds nks gks dk Lej.k djkrh gS xw lk dgk x;k gS A mUgks us iq jk.k xz a Fk] ^^mikZ u"kn** ¼3½ xhrk vkS j foj'kS o /kehZ ;ks ds ejkBh vkS j la L-r xz a Fkks dk v/;;u fd;k Fkk A vkS j blh v/;;u dk çfrfca /k muds ejkBh vkS j fga nh jpuk vks es çfrr gks rk gS A mudh fga nh jpuk, la r dchj vkS j la r rq ylhnkl ds lkfgR; dk v/;;u dh vkS j funs Z 'k djkrh gS A f'koHkä pUukIik okjn ds viuh jpukvks a es a eu ij fu;a =.k] mifu"knks dkv}S r fopkj] HkkS rhd txr dh vkläh] ukeHkäh] euq "; tUe dh nq yZ Hkrk] L=h fo"k;d-"Vhdks .k bR;knh fo"k;hij Nks Vh Nks Vh fga nh jpuk;s dj ds viuk vk/;kfRed-"Vhdks .k O;ä dh;k gS A ikja ikjhd la rks dh HkkS frd txr ds fo"k; es tks /kkj.kk Fkk ogh /kkj.kk f'koHkä pUuk dh Fkh 7  ßeer meeF& yeeyee uees keâØeyees Oeve keâuee cene0 Je[ves j, ef pe JeOee& .

Schooling (hetero)normative practices in the Islamic Republic of Iran

Article

Apr 2021

Drawing on a critical discourse analysis of policy documents and textbooks, this paper contributes to the growing field of research on the role of schools and schooling with regards to the construction of gender and sexuality by focusing on school practices and educational spaces. We argue that the nation-state in the Islamic Republic of Iran is a religious biopolitical state and its official discourse in the realm of gender and sexuality relies on heteronormative as well as gender normative belief systems. School spaces are therefore constituted as strongly heteronormative, and non-heterosexuality is not recognised as a legitimate subject position. Through its everyday practices, the education system upholds the state’s ideology, by which the ideal/normal student is read as being heterosexual and cisgender, adhering to Islamic/state values, and constituted on the axis of strict gender binaries. Education about sexuality-gender diversity is therefore excluded and/or silenced. This paper aims to explore school discourses and practices in terms of gender and sexuality and how schools construct and regulate sexual and gender identities, with the aim of producing the ideal Islamic/Iranian subject.

For You, or For"You"?: Everyday LGBTQ+ Encounters with TikTok

Article

Jan 2021

Online communities provide spaces for people who are vulnerable and underserved to seek support and build community, such as LGBTQ+ people. Today, some online community spaces are mediated by algorithms. Scholarship has found that algorithms have become deeply embedded in the systems that mediate our routine engagements with the world. Yet, little is known about how these systems impact those who are most vulnerable in society. In this paper, we focus on people's everyday experiences with one algorithmic system, the short video sharing application TikTok. TikTok recently received press that it was suppressing and oppressing the identities of its growing LGBTQ+ user population through algorithmic and human moderation of LGBTQ+ creators and content related to LGBTQ+ identity. Through an interview study with 16 LGBTQ+ TikTok users, we explore people's everyday engagements and encounters with the platform. We find that TikTok's For You Page algorithm constructs contradictory identity spaces that at once support LGBTQ+ identity work and reaffirm LGBTQ+ identity, while also transgressing and violating the identities of individual users. We also find that people are developing self-organized practices in response to these transgressions and violations. We discuss the implications of algorithmic systems on people's identity work, and introduce the concept of algorithmic exclusion, and explore how people are building resilience following moments of algorithmic exclusion.

Gender and Sexuality Diversity in a Culture of Limitation: Student and Teacher Experiences in Schools

Book

Full-text available

May 2020

A History of Sexuality

Article

Full-text available

Oct 1979

Troubling Education

Book

Jun 2002

Kevin Kumashiro

What is this thing called love? New discourses for understanding gay and lesbian youth

Article

Jan 1997

Deborah P. Britzman

Compulsory Heterosexuality and Lesbian Existence

Article

Jan 1996

A. Rich

Sexuality: Second edition

Book

Sep 2003

J. Weeks

We are almost programmed into thinking of our sexuality as a wholly natural feature of life. But sexual relations are but one form of social relations, as Jeffrey Weeks makes clear in his book. Drawing on the analyses of Michel Foucault, amongst others, the book examines the social, moral and political issues raised by contemporary forms of sexuality. Weeks provides an authoritative introduction to the sociology of sexuality, discussing its cultural and socio-historical construction, it's relationship with power and the State's involvement in its rationalisation and regulation. This second edition is also updates to include global and postcolonial perspectives on sexuality, queer theory, the internet and cybersex, AIDS as a global phenomenon and international debates on the politics of sexuality. This book is an indispensable introduction to this complex and expanding field.

Learning lessons from school: Homophobia, heterosexism, and the construction of failure

Article

Jan 1997
J Gay Lesb Soc Serv

Kathryn Herr

From here to diversity : the social impact of lesbian and gay issues in education in Australia and New Zealand

Book

Jan 2002

Lesbian Teachers: An Invisible Presence

Article

Oct 1995

Judith M. Konikoff

Lost Subjects, Contested Objects: Toward a Psychoanalytic Study of Learning

Book

Jan 1998

Deborah P. Britzman

Institutional Silence: Experiences of Australian Lesbian Teachers Working in Catholic High Schools

Article

Oct 2008

Tania Ferfolja

This article, based on the author's doctoral research, examines the ways in which some religious schools in New South Wales (NSW), via institutional practices, maintain and perpetuate discrimination in relation to lesbian teachers and lesbian sexualities. These institutional practices, which included threats of dismissal, forced resignations, implicit harassment, monitoring and surveillance, curriculum silences, and censorship, silence lesbian sexualities and impact the teacher's daily operations and freedom of speech. Vicarious witnessing of these forms of punishment (in the Foucauldian sense) further ensures the silencing of lesbian identities. Moreover, statewide anti-discrimination legislation, which excludes some private institutions from compliance in the area of sexuality, serves to reinforce discriminatory practices, and ultimately silenced the various violence perpetuated against many of the participants in this research.

Conforming and Contesting with (a) Difference: how lesbian students and teachers manage their identities

Article

Jan 1996
Int Stud Sociol Educ

Gill Clarke

This paper explores the multiplicity of ways in which lesbian physical education students and teachers construct and manage their respective identities within higher education and the schooling system in England. Attention is directed towards the politics of New Right discourses on sexuality and in particular to the prohibition of homosexuality and the passing of Section 28 of the Local Government Act in England and Wales in 1988 which created a climate of fear of loss of employment for many lesbian and gay teachers. Through the analysis of in‐depth interviews and questionnaires the lives of white, able‐bodied lesbian physical education students and teachers are explored. Narratives are utilised to illustrate how many are forced to comply with dominant discourses of hegemonic heterosexuality in order to ‘safely’ negotiate what for them is often an intolerant and hostile world. In concluding it is argued that sexual boundaries are fluid and that we need to construct a counter discourse to examine and challenge the privileging of heterosexuality.

‘Decidedly Different’: lesbian women and education

Article

Jan 1996
Int Stud Sociol Educ

Yvon Appleby

Lesbian women's experiences of education frequently occurs within a contradictory public relationship: their identity ‘woman’ is usually ‘visible’ whilst their identity ‘lesbian’ remains generally ‘invisible’ ‐ both in educational settings and within wider educational discourses. By drawing upon examples of self‐understanding of lesbian identity this paper discusses the meanings and connections between these two identities from the perspectives of lesbian women themselves. The inclusion of self‐understanding of lesbian identity as a central feature in exploring the relationship of lesbian women and education permits a discussion of both lesbian oppression and lesbian agency. I will discuss this with reference to my recent study of lesbian women and education. The inclusion of self‐understanding of lesbian identity illuminates the complex relationships which exist between individual identity meanings and those which are socially constructed and maintained within an educational system based upon the ideology of heterosexism.

'What are We Doing this For?' Dealing with Lesbian and Gay Issues in Teacher Education

Article

Mar 2001

This paper reflects on the issues that arise when pre-service teachers are introduced to lesbian and gay concerns in schooling. It explores pre-service teachers' resistance and their commonly espoused attitudes and beliefs, as well as the difficulties faced by teacher educators in challenging the myths, stereotypes and biases that exist in university classrooms. The paper highlights the perceived (ir)relevance of gay and lesbian issues to pre-service teachers, the belief that sexuality is not the concern of teachers or schools, pre-service teachers' assumption of 'compulsory heterosexuality' in both the university and school classrooms, and the pathologising of perceived lesbian and gay identities as the cause of individual discrimination. Such beliefs may pose numerous pedagogical, professional and personal concerns for the teacher educator. The need to address gay and lesbian issues with pre-service teachers is paramount in the light of the homophobic violence, vilification and discrimination experienced by individuals in schools.

The Epistemology of the Closet

Article

Jan 2003

Eve Kosofsky Sedgwick

In this condensed version of her book, Sedgwick reflects about the "closet" as a regime of regulation of gay and lesbian lives that is also important to heterosexuals since it guarantees their privileges. Sedgwick affirms the "closet", or the "open secret", has been basic to lesbian/gay life for the last century even after Stonewall (1969). She also states that this regime - with its contradictory and constraining rules and limits about privacy and disclosure, public and private, knowledge and ignorance has served to shape the way in which many questions about values and epistemology were comprehended in the Western Society as a whole.

An Introduction to Social Construction

Article

Jan 1995

Viv Burr

Preface. Acknowledgements. Introduction: What is Social Constructionism? Where Do You Get Your Personality From? Does Language Affect the Way We Think? What is a Discourse? What Does it Mean to Have Power? Is There a Real World Outside Discourse? Can Individuals Change Society? What Does it Mean to be a Person? 1. The Person as Discourse-user. 2. The Self as Constructed in Language. 3. Subject Positions in Discourse. What Do Discourse Analysts Do? Glossary. Bibliography. Name Index. Subject Index.

A National Report on the Sexuality, Health and Well-Being of Same-Sex Attracted Young People

Article

Jan 1998

Lesbian, Gay, Bisexual, and Transgender Parents in the School Systems

Article

Jun 2000

Families headed by lesbian, gay, bisexual, and/or transgender parents are often invisible in or underserved by the school systems. To create important school-home partnerships, schools need to become better informed about these families, including the wide variety of family constellations they comprise, the social obstacles they face, and the reasons why a functional parent may be excluded or remain invisible when the family presents itself. Homophobic views, religious beliefs, traditional ideas about gender categories, and heterosexist assumptions may contribute to a school professional's discomfort addressing these issues. Resistance also may stem from lack of information about these families, lack of experience and comfort speaking about sexual minority issues in general, a mistaken equation of sexual orientation with sexual behavior, and lack of specific training in how to speak to children about these issues. Additionally, school professionals may fear that being affirmative on sexual minority-parented family issues will expose them to administrative criticism or objections from heterosexual parents. The use of anti-bias and informational training, new curricula, liaisons to outside organizations, and official policy guidelines from school administrations are discussed.

Why anti- homophobia education in teacher education? Perspectives from Australian teacher educators

Article

Mar 2004

This paper reports on findings from research currently in progress that examines anti‐ homophobia education in teacher education courses across New South Wales, Australia. Focusing on one aspect of the broader study, the discussion explores why teacher educators generally considered the incorporation of anti‐homophobia perspectives as important to teacher education as well as the various discourses in which these issues were located. It also highlights the changing discursive locations that frame the incorporation of anti‐ homophobia education across the early childhood, primary and secondary sectors as well as demonstrating how broader sociocultural discourses influence teacher educators' perceptions of the relevance and importance of these issues to teacher training.

Australian Lesbian Teachers-a reflection of homophobic harassment of high school teachers in New South Wales government schools

Article

Dec 1998

Tania Ferfolja

This article examines the homophobic harassment of lesbian teachers working in government high schools in Sydney, Australia. Six women were interviewed about their experiences of student homophobia, including how they dealt with that harassment on both a personal and practical level and their philosophies on youth homophobia and anti-homophobic education in New South Wales government schools. The article demonstrates the fact that harassment based on sexual orientation is often an invisible issue in schools, as is homosexuality in general. It also demonstrates that there is inadequate training of staff and too few resources available to enhance tolerance of homosexuality. It shows that teaching about homosexual tolerance needs to be an 'en masse' strategy, where the issue of homosexuality and anti-homophobia strategies are not categorised under any broad umbrella term, but where they are prioritised to become visible, overtly discussed and hence, addressed issues.

Tenure, Civil Rights Laws, Inclusive Contracts, and Fear: Legal Protection and the Lives of Self-Identified Lesbian, Gay Male, and Bisexual Public School Teachers

Article

Jan 1994

Thomas Patrick Juul

This paper presents findings of a study that examined the results of tenure and legal protection on lesbian, gay male, and bisexual public school teachers. Specifically, it describes the effect of tenure, state laws, inclusive contracts, and local ordinances on the openness and public identities of gay teachers. A total of 904 out of 1,400 lesbian, homosexual male, and bisexual teachers completed a survey. Of these, 611 were contacted through lesbian and gay teacher organizations and 289 acquaintances were contacted through the members of these organizations. Findings indicate that tenure had a strong negative influence on issues related to job satisfaction. Tenure did not appear to provide protection or an avenue to openness about the respondents' sexual preference. The data raised two further questions: (1) Why did tenure fail to provide the expected increase in teacher openness about their sexual identities? and (2) Why were respondents largely uninformed about their civil rights? To answer these questions, 11 respondents, none of whom were explicitly "out" in their schools, were contacted for follow-up interviews. They reported that they were not open about their sexual identities because of the fear of professional, social, and physical reprisals. In conclusion, homophobia drives many qualified and talented teachers away from teaching. Those who stay must constantly attend to the prospect of exposure with all its consequences. The wider implication is that any teacher, straight or gay, who holds and expresses unpopular views may experience fear and isolation. Fourteen tables and an appendix containing 27 interview narratives are included. (LMI)

Identity management strategies among lesbian and gay educators

Article

Jul 1991

Pat Griffin

This report describes identity management strategies used in school by lesbian and gay educators. Participants in the study were 13 self‐identified lesbian and gay educators who worked in preschool‐12th‐grade settings. Each participant was interviewed about her or his experience of being a lesbian or gay educator. Researchers and participants analyzed the interview transcripts to identify themes of experience. Participants chose identity management strategies that addressed either their fear of exposure or their wish for self‐integrity. The identity management strategies used by participants comprise a continuum from low to high risk: (a) passing, (b)covering, (c) implicidy coming out, and (d) explicitly coming out. The results are presented in the context of contemporary labeling theory and critical feminist theory.

Civil risk and landscapes of marginality in Canada: A pluralist approach to social justice

Article

Jun 2008
CAN GEOGR-GEOGR CAN

The geographies of civil risk human rights and social justice in relation to a pluralist notion of justice lie at the heart of this paper We define civil risk as a failure of human rights, brought about by institutional processes constructed over time, space and place, which create disadvantages for marginalized social groups. Geography is integral both to civil risk and social justice because marginalization is a spatial process articulated through the deployment of institutional power across space to create socially constructed differences between dominant and subordinate groups. In this respect, we emphasize that rights are constructed in relation to dominant interests, and not according to the conditions of risk that give rise to marginalized individuals and groups. Drawing on research in social theory that emphasizes the importance of positionality and social difference, the paper argues that a principle of risk rather than rights must motivate social justice. We examine distinct forms Of marginalization in Canada - gender, sexual orientation, 'race' and aboriginal status - to illustrate the importance of the historica-geographical context of marginalization and the paradoxical nature of the relationship between risk and rights. In considering these forms of marginality and their landscapes, we argue the need for a pluralist notion of justice that will explicitly take positionality into account in achieving equality rights, reducing civil risk and mediating shared spaces.

Making the Invisible Visible: Gay and Lesbian Issues in Early Childhood Education

Article

Oct 2002
Contemp Issues Early Child

Kerry H. Robinson

This article, based on empirical qualitative data gained from a survey and interviews with a group of early childhood educators, argues for the inclusion of sexual differences, or more specifically, gay and lesbian equity issues, in approaches to anti-bias. The article examines the discourses that prevail in the field, that perpetuate the perceived irrelevance, invisibility and exclusion of lesbian and gay issues in early childhood settings and education generally. The discussion focuses on several main areas, including: the prevalence of the dominant discourses of childhood and sexuality that intersect to constitute sexuality as irrelevant to children; the pervasiveness of the discourse of compulsory heterosexuality and the assumed absence of gay and lesbian families in settings; or the assumed absence of significant gay and lesbian adults in children's lives; the presence of homophobia and heterosexism in early childhood settings; and the perceived irrelevance of broader social, political and economic issues to the ‘child's world’. This article highlights some crucial issues for practice and policy development in the area of anti-bias education concerned with sexual differences.

Deserving Victims?: Sexual Status and the Social Construction of Violence

Article

May 1999
SOCIOL REV

Theoretical understanding of the meaning of the term violence is underdeveloped. This paper examines the question of how violence to the person is socially defined, and in particular how understandings of violence are both gendered and sexualised. It highlights how victim characteristics, as well as the social and interactional contexts in which violence occurs, influence interpretative frameworks, with specific reference to the binary distinction between the public and private and to notions of culpability and victimisation. This entails a consideration of the social meanings which constitute notions of a ‘person’ with a ‘right to life’ and occupation of ‘public space’. The importance of the victim/perpetrator dichotomy in theorising violence is also considered. These themes and issues are examined in relation to a relatively new area of study; the case example of public violence towards lesbians and gay men.

Homophobia and anti-lesbianism in schools: Challenges and possibilities for social justice

Article

Nov 1999

Martin Mills

Educating the right way, markets, standards, God and inequality

Article

Martin Mills

Teaching bodies, learning desires [electronic resource] : feminist-poststructural life histories of heterosexual and lesbian physical education teachers in western Canada /

Article

Physical education is a profession where heterosexuality has historically been regarded as normal, if not compulsory. The location of female physical education (PE) teachers at the nexus of discourses about masculinist sport, women's physical education and pedagogies of the body has exerted unique historical pressures on their sexualities. In North America and Western Europe, female PE teachers have frequently been suspected of being lesbian. This suspicion has enveloped lesbian teachers in a shroud of oppressive silence, tolerated only as an 'open secret' (Cahn, 1994). This study examined the life histories of six women from three generations who had taught physical education in western Canada. Previous life history research has focused exclusively on lesbian PE teachers (Clarke, 1996; Sparkes, 1992, 1994a, 1994b; Squires & Sparkes, 1996; Sparkes & Templin, 1992) which risk reinforcing a hierarchical relationship between 'lesbian' and 'heterosexual'. Accordingly, three women who identified as 'lesbian' and three as 'married' or 'heterosexual' were involved in this study which incorporated poststructural, psychoanalytic and queer theories about sexual subjectivity into a feminist approach to life history. The notions of 'understanding' and 'overstanding' were used to analyze data which meant interpreting not only what had been said during the interviews but also what was left unsaid. The women's life histories revealed how lesbian sexualities have been marginalized and silenced, especially within the physical education profession. All the women grew up in families where heterosexuality was normalized, and all except one experienced pressure to date boys during their high school education in Canada. As teachers, identifying as a 'feminist' had a greater effect on their personal politics and approaches to teaching than their sexual identities. The life histories also provided limited support to the notion that PE teacher's participation in various women's sports accentuated the suspicion of lesbianism. For two of the 'lesbian' women, team sports continued to provide valuable lesbian communities from the 1950s to the present day. In contrast, one 'lesbian' woman established her lesbian social network through individual sports and urban feminist groups. The 'heterosexual' women had all participated in gender-neutral sports. Overall the sporting backgrounds of these teachers did little to dispel the long-standing association between women's sports and lesbianism which, in tum, has affected female PE teachers. Drawing on queer theory and the notion of 'overstanding' data, deconstructive interpretations suggested how heterosexuality had been normalized in several institutional discourses within women's physical education. These interpretations undermined the boundaries of 'the closet', sought out an absent lesbian gaze and suggested that homophobia has been, in part, rooted in the social unconscious of the physical education profession. System requirements: Adobe Acrobat reader. Mode of access: World Wide Web. Thesis (Ph. D.)--University of British Columbia, 1998. Includes bibliographical references (leaves 202-222). Electronic reproduction. q

Troubling education : "queer" activism and anti-oppressive pedagogy /

Article

Jan 2000

Kevin K. Kumashiro

Photocopy. Thesis (Ph. D.)--University of Wisconsin--Madison, 2000. Includes bibliographical references (p. 256-268).

From Hiding Out to Coming Out: Empowering Lesbian and Gay Educators

Article

Feb 1992

Pat Griffin

The purposes of this participatory research project were to describe the experiences of thirteen lesbian and gay educators and to empower the participants through collective reflection and action. Each participant was interviewed and given a copy of her or his audio-tape and transcript. Using these materials, each participant developed a profile of themselves to share with the other participants. During a series of group meetings that spanned fifteen months, participants discussed their experiences, searched for common themes, and planned two collective actions. This chapter describes the professional experiences of these lesbian and gay educators and the process of empowerment that changed their lives.

A Study of Gay and Lesbian Teachers

Article

Feb 1987

Myrna R Olson

This study summarized a survey of 97 homosexual individuals who were currently teaching or who had been teachers. The focus of the survey was to gain insight into the experiences of such individuals in the public schools. It was found that 25% of the respondents had left teaching; a little more than half of this group left at least partially because of their sexual preference. About 82% were out of the closet to at least one person while teaching; nearly half of those who were "out" had chosen another teacher in whom to confide. Of those who chose someone in whom to confide, 70% reported a positive reaction from that individual. The author's conclusion is that an individual's decision to become a teacher, stay in teaching, and to "come out of the closet" is necessarily highly individual and very complex.

S(h)ifting the terms of hetero/sexism: gender, power, homophobias) Homophobia. How we all pay the price

Jan 1992

A Pellegrini

Pellegrini, A. (1992) S(h)ifting the terms of hetero/sexism: gender, power, homophobias, in: W. J. Blumenfeld (Ed.) Homophobia. How we all pay the price (Boston, MA, Beacon).

Mechanisms of silence: sexuality regulation in NSW high schools. Perspectives from lesbian teachers. Unpublished doctoral dissertation

Jan 2003

T Ferfolja

Ferfolja, T. (2003) Mechanisms of silence: sexuality regulation in NSW high schools. Perspectives from lesbian teachers. Unpublished doctoral dissertation, University of New South Wales, Australia.

Where do you draw the line? Education and sexual identities Schooling and sexualities: teaching for a positive sexuality

Jan 1996

L Beckett

Beckett, L. (1996) Where do you draw the line? Education and sexual identities, in: L. Laskey & C. Beavis (Eds) Schooling and sexualities: teaching for a positive sexuality (Geelong, Deakin Centre for Education and Change, Deakin University).

Sexuality and censorship in the curriculum Sexuality and the curriculum. The policies and practices of sexuality education

Jan 1992

J A Whitson

Whitson, J. A. (1992) Sexuality and censorship in the curriculum, in: J. T. Sears (Ed.) Sexuality and the curriculum. The policies and practices of sexuality education (New York, NY, Teachers College Press).

Compulsory heterosexuality: schools and lesbian students Knowledge experience and ruling relations: studies in social organization of knowledge

Jan 1995

D Khayatt

Khayatt, D. (1995). Compulsory heterosexuality: schools and lesbian students, in: M. Campbell & A. Manicom (Eds) Knowledge experience and ruling relations: studies in social organization of knowledge (Toronto, University of Toronto Press).

A practice focused approach to addressing heterosexist violence in Australian schools Schooling & sexualities: teaching for a positive sexuality

Jan 1996

S Hinson

Hinson, S. (1996) A practice focused approach to addressing heterosexist violence in Australian schools, in: L. Laskey & C. Beavis (Eds) Schooling & sexualities: teaching for a positive sexuality (Victoria, Deakin Centre for Education and Change).

Thinking critically/intervening effectively about heterosexism and homophobia: a twenty-five year research retrospective Overcoming heterosexism and homophobia. Strategies that work

Jan 1997

J T Sears

Sears, J. T. (1997) Thinking critically/intervening effectively about heterosexism and homophobia: a twenty-five year research retrospective, in: J. T. Sears & W. L. Williams (Eds) Overcoming heterosexism and homophobia. Strategies that work (New York, NY, Columbia University Press).

Producer and Director) (1997) Out in the Bush

G Willison

Willison, G. (Producer and Director) (1997) Out in the Bush [Video] (Sydney, Rantan Productions).

Who are you kidding? Children, power, and the struggle against sexual abuse Constructing and reconstructing childhood: contemporary issues in the sociological study of childhood

Jan 1990
48-29

T Ferfolja
J Kitzinger

Downloaded by [University of Sydney] at 13:48 29 August 2014 162 T. Ferfolja Kitzinger, J. (1990) Who are you kidding? Children, power, and the struggle against sexual abuse, in: A. James & A. Prout (Eds) Constructing and reconstructing childhood: contemporary issues in the sociological study of childhood (London, Falmer).

Dilemmas and possibilities of sexuality education. Reproducing the body poli-tic Sexuality and the curriculum. The politics and practices of sexuality educa-tion

Jan 1992

J T Sears

Sears, J. T. (1992) Dilemmas and possibilities of sexuality education. Reproducing the body poli-tic, in: J. T. Sears (Ed.) Sexuality and the curriculum. The politics and practices of sexuality educa-tion (New York, NY, Teachers College Press).

Addressing systemic violence in education Systemic violence in education

Jan 1997

Ross Epp
J Watkinson

Ross Epp, J. & Watkinson, A. M. (1997) Addressing systemic violence in education, in: J. Ross Epp & A. M. Watkinson (Eds) Systemic violence in education. Promise broken (New York, NY, State University of New York Press).

A reflection of resistance. Discourses of heterosexism and homophobia in teacher training classroomsEds) From here to diversity: the social impact of lesbian and gay issues in education in Australia and New Zealand

Jan 2002

K H Robinson
T Ferfolja

Robinson, K. H. & Ferfolja, T. (2002) A reflection of resistance. Discourses of heterosexism and homophobia in teacher training classrooms, in: K. H. Robinson, J. Irwin & T. Ferfolja (Eds) From here to diversity: the social impact of lesbian and gay issues in education in Australia and New Zealand (New York, NY, Harrington Park).

Ideological conflict and change in the sexuality curriculum Sexuality and the curriculum. The policies and practices of sexuality education

Jan 1992

D Carlson

Carlson, D. (1992) Ideological conflict and change in the sexuality curriculum, in: J. T. Sears (Ed.) Sexuality and the curriculum. The policies and practices of sexuality education (New York, NY, Teachers College Press).

It's elementary: talking about gay issues in schools [Video]

Jan 1997

D Chasnoff
H Cohen

Chasnoff, D. & Cohen, H. (1997) It's elementary: talking about gay issues in schools [Video] (San Francisco, CA, Women's Educational Media).

Anti-lesbian/gay violence in schools

Jan 1997

J Griffin

Griffin, J. (1997) Anti-lesbian/gay violence in schools, in: G. Mason & S. Tomsen (Eds) Homophobic violence (Sydney, Hawkins).

The Schoolwatch report. A study into anti-lesbian and gay harassment and violence in Australian schools

Jan 1994

J Griffin

Griffin, J. (1994) The Schoolwatch report. A study into anti-lesbian and gay harassment and violence in Australian schools (Sydney, Suzanne Jones-Pritchard).

A practice focused approach to addressing heterosexist violence in Australian schools

S Hinson
L Laskey
C Beavis
Victoria

Schooling cultures: Institutionalizing heteronormativity and heterosexism

Abstract

No full-text available

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