ABSTRACT In England, Section 28 of the Local Government Act 1988 came to be seen as a powerful symbol of the oppression of lesbian, gay, and bisexual (LGB) young people and their teachers. This article offers a reflective critique of research I undertook just prior to the repeal of Section 28 by Tony Blair's Labour Government in 2003. My research tried to measure changes in young LGB people's experience of schooling since 1984. I situate this research partly in a tradition of “political arithmetic” and reflect on the relationships between this form of research–that to some extent has sought to quantify young people's victim status–and government policy and guidance published since Section 28's repeal in which sexualities have either become erased and unspoken or have become what I refer to (after Fuss) as strategically essentialised. Looking to the future and the kind of policy and curriculum development that the young people in my research sample might argue for, I suggest that attention to homophobia must be combined with a pedagogic focus on heteronormativity. This poses a challenge in a difficult policy space where market-oriented, neo-liberal educational reforms seek to define certain disruptive identities as “at risk.”
{"title":"Sexualities and Schooling in England After Section 28: Measuring and Managing “At-Risk” Identities","authors":"V. Ellis","doi":"10.1300/J367v04n03_03","DOIUrl":"https://doi.org/10.1300/J367v04n03_03","url":null,"abstract":"ABSTRACT In England, Section 28 of the Local Government Act 1988 came to be seen as a powerful symbol of the oppression of lesbian, gay, and bisexual (LGB) young people and their teachers. This article offers a reflective critique of research I undertook just prior to the repeal of Section 28 by Tony Blair's Labour Government in 2003. My research tried to measure changes in young LGB people's experience of schooling since 1984. I situate this research partly in a tradition of “political arithmetic” and reflect on the relationships between this form of research–that to some extent has sought to quantify young people's victim status–and government policy and guidance published since Section 28's repeal in which sexualities have either become erased and unspoken or have become what I refer to (after Fuss) as strategically essentialised. Looking to the future and the kind of policy and curriculum development that the young people in my research sample might argue for, I suggest that attention to homophobia must be combined with a pedagogic focus on heteronormativity. This poses a challenge in a difficult policy space where market-oriented, neo-liberal educational reforms seek to define certain disruptive identities as “at risk.”","PeriodicalId":213902,"journal":{"name":"Journal of Gay & Lesbian Issues in Education","volume":"2 7","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2007-07-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121003634","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
ABSTRACT Glenn Ligon's artworks and career explores his handling of the interrelated issues of race, gender, sexuality, politics, economics, ethnicity, age, and power relation produced through visual culture, and how such artworks could be used to introduce sexual subjects in school.
{"title":"Glenn Ligon: Re-Visioning Change","authors":"M. Rhoades, J. Sanders","doi":"10.1300/J367v04n03_01","DOIUrl":"https://doi.org/10.1300/J367v04n03_01","url":null,"abstract":"ABSTRACT Glenn Ligon's artworks and career explores his handling of the interrelated issues of race, gender, sexuality, politics, economics, ethnicity, age, and power relation produced through visual culture, and how such artworks could be used to introduce sexual subjects in school.","PeriodicalId":213902,"journal":{"name":"Journal of Gay & Lesbian Issues in Education","volume":"38 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2007-07-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125894916","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
In describing the cover for this issue, lesbian artist Harmony Hammond explains that she wanted to “make myself out of myself” noting that her organic art is “about building a form out of its self.” Applied to young people, this Rousseaun notion is the antipathy of how many adults and institutions view children: clay to be molded into acceptable cultural forms. The idea that five, ten, or seventeen-years-olds have the human capacity and the spiritual responsibility to (re)construct self out of their human forms is at odds with adult renditions of gendered and sexual bodies. Paradoxically, it has been the construction of “childhood” and its post-Victorian era concept of “adolescence” that has stripped youth of their entitlements as agents of selfhood. One of these entitlements is experiencing embodiment in its myriad forms. Gender rules and sexual conventions, in contrast, enforce cookie-cutter sameness onto the body of youth by cultural cops posing as teachers, parents, counselors, social workers–and friends. How then, in cultures of heterodoxy, might children disengender themselves, (re)creating embodied space? How can
{"title":"Molding Youth","authors":"","doi":"10.1300/J367v04n02_01","DOIUrl":"https://doi.org/10.1300/J367v04n02_01","url":null,"abstract":"In describing the cover for this issue, lesbian artist Harmony Hammond explains that she wanted to “make myself out of myself” noting that her organic art is “about building a form out of its self.” Applied to young people, this Rousseaun notion is the antipathy of how many adults and institutions view children: clay to be molded into acceptable cultural forms. The idea that five, ten, or seventeen-years-olds have the human capacity and the spiritual responsibility to (re)construct self out of their human forms is at odds with adult renditions of gendered and sexual bodies. Paradoxically, it has been the construction of “childhood” and its post-Victorian era concept of “adolescence” that has stripped youth of their entitlements as agents of selfhood. One of these entitlements is experiencing embodiment in its myriad forms. Gender rules and sexual conventions, in contrast, enforce cookie-cutter sameness onto the body of youth by cultural cops posing as teachers, parents, counselors, social workers–and friends. How then, in cultures of heterodoxy, might children disengender themselves, (re)creating embodied space? How can","PeriodicalId":213902,"journal":{"name":"Journal of Gay & Lesbian Issues in Education","volume":"50 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2007-05-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127048222","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
I want to suggest a new way of approaching the topic of sexuality within the secondary and/or tertiary classroom and offer an example of a teaching resource that might help facilitate this shift. I stumbled upon this resource one sunny February evening in 2005 when I was invited by friends to attend the Sydney Mardi Gras, Gay and Lesbian Film Festival. As the tickets had been purchased ahead of time, I was not entirely certain what was on the programme for the night. To my pleasant surprise a local documentary, Bouncing Castle: Keeping Families Together (2005), was being screened. The one-hour feature not only captured my attention, it provided me with a renewed sense of how I would approach the topic of sexuality in my classroom that semester. Directed by Chris Castro and produced by Giovanni CampoloArcidiaco and Vanessa Gonzalez, Bouncing Castle is an initiative of the Western Sydney chapter of Parents, Families and Friends of Lesbians and Gays (PFLAG). Since its debut screening in Sydney, it has been included in gay and lesbian film festivals in Bendigo (AUS), Melbourne
{"title":"Giving Voice, Making Change: How PFLAG Resources Can Be Useful Classroom Tools","authors":"Kellie Burns","doi":"10.1300/J367v04n02_10","DOIUrl":"https://doi.org/10.1300/J367v04n02_10","url":null,"abstract":"I want to suggest a new way of approaching the topic of sexuality within the secondary and/or tertiary classroom and offer an example of a teaching resource that might help facilitate this shift. I stumbled upon this resource one sunny February evening in 2005 when I was invited by friends to attend the Sydney Mardi Gras, Gay and Lesbian Film Festival. As the tickets had been purchased ahead of time, I was not entirely certain what was on the programme for the night. To my pleasant surprise a local documentary, Bouncing Castle: Keeping Families Together (2005), was being screened. The one-hour feature not only captured my attention, it provided me with a renewed sense of how I would approach the topic of sexuality in my classroom that semester. Directed by Chris Castro and produced by Giovanni CampoloArcidiaco and Vanessa Gonzalez, Bouncing Castle is an initiative of the Western Sydney chapter of Parents, Families and Friends of Lesbians and Gays (PFLAG). Since its debut screening in Sydney, it has been included in gay and lesbian film festivals in Bendigo (AUS), Melbourne","PeriodicalId":213902,"journal":{"name":"Journal of Gay & Lesbian Issues in Education","volume":"30 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2007-05-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127129336","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
ABSTRACT How do writing teachers use technology to help students learn about lesbian, gay, and bisexual (LGB) issues? What is the nature of writing students' learning about LGB sexual orientations and academic writing when the Internet is used as a learning tool? Participants completed a questionnaire in which they reflected on a writing assignment incorporating themes of sexual orientation as well as the use of Internet reference sources. Analysis of the responses yielded three dimensions of “Internet and Privacy in Learning about Sexual Orientation,” “Internet as an aid for writing course assignment,” and “Examination of Attitudes toward Sexual Orientation.” Implications of these findings for teachers of writing are discussed.
{"title":"Queering College Writing: Writing Students' Learning of LGB Issues Using the Internet as an Instructional Tool","authors":"Theodore R. Burnes","doi":"10.1300/J367v04n02_06","DOIUrl":"https://doi.org/10.1300/J367v04n02_06","url":null,"abstract":"ABSTRACT How do writing teachers use technology to help students learn about lesbian, gay, and bisexual (LGB) issues? What is the nature of writing students' learning about LGB sexual orientations and academic writing when the Internet is used as a learning tool? Participants completed a questionnaire in which they reflected on a writing assignment incorporating themes of sexual orientation as well as the use of Internet reference sources. Analysis of the responses yielded three dimensions of “Internet and Privacy in Learning about Sexual Orientation,” “Internet as an aid for writing course assignment,” and “Examination of Attitudes toward Sexual Orientation.” Implications of these findings for teachers of writing are discussed.","PeriodicalId":213902,"journal":{"name":"Journal of Gay & Lesbian Issues in Education","volume":"9 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2007-05-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124371994","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
ABSTRACT This essay is about the experiences, feelings, and thoughts of a Japanese teacher before and after an article appeared in a nationwide newspaper, Asahi Shinbun. Here he discusses the reactions of administrators and students as well as his efforts in working with students in writing and producing a play about a lesbian high school student. This translated article appeared in a slightly different version originally as “Doseiaisha to shite: Coming out no kiseki” (Kyoto: Kyoto Prefectural Teachers' Union, July 2000).
{"title":"My Coming Out Story as a Gay Teacher in Kyoto","authors":"Shoji Takatori, K. Ofuji","doi":"10.1300/J367V04N02_09","DOIUrl":"https://doi.org/10.1300/J367V04N02_09","url":null,"abstract":"ABSTRACT This essay is about the experiences, feelings, and thoughts of a Japanese teacher before and after an article appeared in a nationwide newspaper, Asahi Shinbun. Here he discusses the reactions of administrators and students as well as his efforts in working with students in writing and producing a play about a lesbian high school student. This translated article appeared in a slightly different version originally as “Doseiaisha to shite: Coming out no kiseki” (Kyoto: Kyoto Prefectural Teachers' Union, July 2000).","PeriodicalId":213902,"journal":{"name":"Journal of Gay & Lesbian Issues in Education","volume":"10 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2007-05-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128443696","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
ABSTRACT Harmony Hammond, known both nationally and internationally, is a contemporary lesbian artist from New Mexico who has lectured and published extensively on feminist art, lesbian art, and the cultural representation of “difference.” Radiant Affection is representative of Hammond's organic work from the early 1980s that makes present the gendered body. Despite a demanding schedule, Hammond continues to be involved and supportive of the lesbian and gay communities and has curated several art exhibitions of contemporary works by lesbian, gay, bisexual, transgendered, and two-spirited people.
{"title":"Moving from the Inside Out: Hammond's Radiant Affection","authors":"Laurel Lampela","doi":"10.1300/J367V04N02_02","DOIUrl":"https://doi.org/10.1300/J367V04N02_02","url":null,"abstract":"ABSTRACT Harmony Hammond, known both nationally and internationally, is a contemporary lesbian artist from New Mexico who has lectured and published extensively on feminist art, lesbian art, and the cultural representation of “difference.” Radiant Affection is representative of Hammond's organic work from the early 1980s that makes present the gendered body. Despite a demanding schedule, Hammond continues to be involved and supportive of the lesbian and gay communities and has curated several art exhibitions of contemporary works by lesbian, gay, bisexual, transgendered, and two-spirited people.","PeriodicalId":213902,"journal":{"name":"Journal of Gay & Lesbian Issues in Education","volume":"283 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2007-05-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122960349","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
ABSTRACT Several scholars have lauded gender crossing as one pathway for tearing down hierarchies of gender and sexuality. Central but often under-examined in their discussions is understanding the skill and persistence of childhood gender nonconformists. In examining some of these skills, this article investigates their relationship to specific social situations or geographic locations and considers their psychological and corporeal aspects. These skills, asserts the author, may prove to have significant implications for a classroom aimed at combating oppression of gender and sexuality premised upon discretely defined genders.
{"title":"Skill and Persistence in Gender Crossing and Nonconformity Among Children","authors":"S. Stitzlein","doi":"10.1300/J367v04n02_03","DOIUrl":"https://doi.org/10.1300/J367v04n02_03","url":null,"abstract":"ABSTRACT Several scholars have lauded gender crossing as one pathway for tearing down hierarchies of gender and sexuality. Central but often under-examined in their discussions is understanding the skill and persistence of childhood gender nonconformists. In examining some of these skills, this article investigates their relationship to specific social situations or geographic locations and considers their psychological and corporeal aspects. These skills, asserts the author, may prove to have significant implications for a classroom aimed at combating oppression of gender and sexuality premised upon discretely defined genders.","PeriodicalId":213902,"journal":{"name":"Journal of Gay & Lesbian Issues in Education","volume":"10 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2007-05-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125815839","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
ABSTRACT This essay explores the physical, emotional, and spiritual manifestations of heterosexism in childhood education. While there is abundant children's literature dealing with gay and lesbian parents of presumably straight children, little exists in this literature that directly addresses a child's developing gay, lesbian, or bisexual orientations. The author argues that rampant heteronormalcy in children's texts must be challenged just as feminists and multiculturalists challenge the moral and social prescriptions of “conventional” master narratives. Sociological and psychological studies substantiate that children's toys, games, cartoons, songs, and books affect children's perceptions of themselves and their world; this essay therefore reminds that “traditional” fairy tales and nursery rhymes are potent cultural markers that substantively impact childhood and by extension adult feelings of self-worth and legitimacy.
{"title":"(Un)Happily Ever After: Fairy Tale Morals, Moralities, and Heterosexism in Children's Texts","authors":"Neal A. Lester","doi":"10.1300/J367v04n02_05","DOIUrl":"https://doi.org/10.1300/J367v04n02_05","url":null,"abstract":"ABSTRACT This essay explores the physical, emotional, and spiritual manifestations of heterosexism in childhood education. While there is abundant children's literature dealing with gay and lesbian parents of presumably straight children, little exists in this literature that directly addresses a child's developing gay, lesbian, or bisexual orientations. The author argues that rampant heteronormalcy in children's texts must be challenged just as feminists and multiculturalists challenge the moral and social prescriptions of “conventional” master narratives. Sociological and psychological studies substantiate that children's toys, games, cartoons, songs, and books affect children's perceptions of themselves and their world; this essay therefore reminds that “traditional” fairy tales and nursery rhymes are potent cultural markers that substantively impact childhood and by extension adult feelings of self-worth and legitimacy.","PeriodicalId":213902,"journal":{"name":"Journal of Gay & Lesbian Issues in Education","volume":"34 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2007-05-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127083158","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
ABSTRACT In 2004, a group of high school students at a private American school in México City started the first gay-straight alliance in México. A small group of conservative parents and a Mormon principal organized in opposition. This paper details the students' struggle to keep their club and offers lessons learned about student activism, school change, and personal growth.
{"title":"The Struggle for México's First Gay-Straight Alliance: Como una Novela Real","authors":"I. Macgillivray","doi":"10.1300/J367V04N01_04","DOIUrl":"https://doi.org/10.1300/J367V04N01_04","url":null,"abstract":"ABSTRACT In 2004, a group of high school students at a private American school in México City started the first gay-straight alliance in México. A small group of conservative parents and a Mormon principal organized in opposition. This paper details the students' struggle to keep their club and offers lessons learned about student activism, school change, and personal growth.","PeriodicalId":213902,"journal":{"name":"Journal of Gay & Lesbian Issues in Education","volume":"7 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2006-12-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127114231","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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