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}
ABSTRACT This qualitative study explored the experiences of five gay, lesbian, and bisexual adolescents' perspectives on their schools' acceptance of their sexual orientation, and perceptions of these schools' approach to suicide risk intervention. Focus groups were tape recorded, transcribed, and analyzed through constant comparative analysis. Themes that emerged from the data included participants feeling judged by school counselors and teachers, feeling unsafe at school, and concerned about school staff's response to suicide risk and interventions. Implications for school counselors, teachers and administrators are discussed.
{"title":"Sexual Minority Youth Perspectives on the School Environment and Suicide Risk Interventions: A Qualitative Study","authors":"P. Rutter, N. Leech","doi":"10.1300/J367v04n01_06","DOIUrl":"https://doi.org/10.1300/J367v04n01_06","url":null,"abstract":"ABSTRACT This qualitative study explored the experiences of five gay, lesbian, and bisexual adolescents' perspectives on their schools' acceptance of their sexual orientation, and perceptions of these schools' approach to suicide risk intervention. Focus groups were tape recorded, transcribed, and analyzed through constant comparative analysis. Themes that emerged from the data included participants feeling judged by school counselors and teachers, feeling unsafe at school, and concerned about school staff's response to suicide risk and interventions. Implications for school counselors, teachers and administrators are discussed.","PeriodicalId":213902,"journal":{"name":"Journal of Gay & Lesbian Issues in Education","volume":"28 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":"128619992","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 The study on which this paper is based examined the experiences of students in order to develop a theoretical and empirically grounded account of the dynamic social forces of inclusion and exclusion experienced by youth in their unique contexts of North American urban schooling. The ethnographic scenes, organized into four “beats,” theatrically render the cultural performances of youth and researchers in the context of a diverse urban drama classroom. In this classroom, students, teacher, and researchers engage in a lively and often disturbing debate. Questions about the ways in which sexuality and other identity markers are socially constructed and performed, how the moral, gendered and discoursed cultures created in classrooms re-inscribe historical inequities are central to the ethnographic scenes, drawn from field notes, researcher reflections, interview transcripts, and the epilogue which follows. Aspects of youth culture, performance (cultural and artistic), the construction of identities–particularly in relation to theories of masculinity and the (heterosexual) “pass”–are deconstructed in the epilogue.
{"title":"Sexual Fundamentalism and Performances of Masculinity: An Ethnographic Scene Study","authors":"K. Gallagher","doi":"10.1300/J367V04N01_05","DOIUrl":"https://doi.org/10.1300/J367V04N01_05","url":null,"abstract":"ABSTRACT The study on which this paper is based examined the experiences of students in order to develop a theoretical and empirically grounded account of the dynamic social forces of inclusion and exclusion experienced by youth in their unique contexts of North American urban schooling. The ethnographic scenes, organized into four “beats,” theatrically render the cultural performances of youth and researchers in the context of a diverse urban drama classroom. In this classroom, students, teacher, and researchers engage in a lively and often disturbing debate. Questions about the ways in which sexuality and other identity markers are socially constructed and performed, how the moral, gendered and discoursed cultures created in classrooms re-inscribe historical inequities are central to the ethnographic scenes, drawn from field notes, researcher reflections, interview transcripts, and the epilogue which follows. Aspects of youth culture, performance (cultural and artistic), the construction of identities–particularly in relation to theories of masculinity and the (heterosexual) “pass”–are deconstructed in the epilogue.","PeriodicalId":213902,"journal":{"name":"Journal of Gay & Lesbian Issues in Education","volume":"38 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":"116667614","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 paper draws from a larger analysis of literature on lesbian, gay, bisexual, and transgendered (LGBT) youth to illustrate how the dominant rhetorical frameworks construct an individual-LGBT student-in identity crises and “at risk.” Taylor and Whittier's (1992) framework for understanding “identity construction” in social movement actors is offered as another perspective from which to analyze the experiences of LGBT youth in schools. As an example, a study about a gay-straight alliance (GSA) in Salt Lake City illustrates how LGBT student political activism is a foundation upon which gay and lesbian students resist heterosexist school climates and construct positive identities. The author suggests supporting LGBT grass-roots activism may be a more fruitful approach to school reform than current programs designed by school personnel to “assist” LGBT students.
{"title":"The Story of a Salt Lake City Gay-Straight Alliance: Identity Work and LGBT Youth","authors":"Maralee Mayberry","doi":"10.1300/J367v04n01_03","DOIUrl":"https://doi.org/10.1300/J367v04n01_03","url":null,"abstract":"ABSTRACT This paper draws from a larger analysis of literature on lesbian, gay, bisexual, and transgendered (LGBT) youth to illustrate how the dominant rhetorical frameworks construct an individual-LGBT student-in identity crises and “at risk.” Taylor and Whittier's (1992) framework for understanding “identity construction” in social movement actors is offered as another perspective from which to analyze the experiences of LGBT youth in schools. As an example, a study about a gay-straight alliance (GSA) in Salt Lake City illustrates how LGBT student political activism is a foundation upon which gay and lesbian students resist heterosexist school climates and construct positive identities. The author suggests supporting LGBT grass-roots activism may be a more fruitful approach to school reform than current programs designed by school personnel to “assist” LGBT students.","PeriodicalId":213902,"journal":{"name":"Journal of Gay & Lesbian Issues in Education","volume":"172 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":"117065763","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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