ABSTRACT Through examining four episodes from his teaching, the author reflects on the importance of being out in the classroom, not only about his sexuality, but also about his intellectual, moral, and political commitments and uncertainties. While cautioning that being out in these ways can, in certain circumstances, stifle student voices and preempt open student inquiry, the author concludes that being out is a necessary element of a pedagogy that helps students go through the painful process of self-corrective ethical inquiry. Four scholars respond to the author's essay, which is followed by a final commentary by the author.
{"title":"Being Out, Speaking Out: Vulnerability and Classroom Inquiry","authors":"M. Gregory","doi":"10.1300/J367V02N02_04","DOIUrl":"https://doi.org/10.1300/J367V02N02_04","url":null,"abstract":"ABSTRACT Through examining four episodes from his teaching, the author reflects on the importance of being out in the classroom, not only about his sexuality, but also about his intellectual, moral, and political commitments and uncertainties. While cautioning that being out in these ways can, in certain circumstances, stifle student voices and preempt open student inquiry, the author concludes that being out is a necessary element of a pedagogy that helps students go through the painful process of self-corrective ethical inquiry. Four scholars respond to the author's essay, which is followed by a final commentary by the author.","PeriodicalId":213902,"journal":{"name":"Journal of Gay & Lesbian Issues in Education","volume":"23 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2004-11-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123625991","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}
As citizens of the United States respond to legislative and judicial actions that have challenged the prohibition against same-sex couples receiving marriage licenses, schools have a timely opportunity to engage students on this most important debate. Educators can help their students understand the full significance of this issue by encouraging them to examine their opinions about the same-sex marriage debate and about the institution of marriage. The Gay Lesbian Straight Educators Network (GLSEN) has released a valuable resource to accomplish this task. At Issue: Marriage, Explor-
{"title":"United States: Exploring the Marriage Debate","authors":"J. Carter","doi":"10.1300/J367V02N02_13","DOIUrl":"https://doi.org/10.1300/J367V02N02_13","url":null,"abstract":"As citizens of the United States respond to legislative and judicial actions that have challenged the prohibition against same-sex couples receiving marriage licenses, schools have a timely opportunity to engage students on this most important debate. Educators can help their students understand the full significance of this issue by encouraging them to examine their opinions about the same-sex marriage debate and about the institution of marriage. The Gay Lesbian Straight Educators Network (GLSEN) has released a valuable resource to accomplish this task. At Issue: Marriage, Explor-","PeriodicalId":213902,"journal":{"name":"Journal of Gay & Lesbian Issues in Education","volume":"30 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2004-11-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114882573","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 study sought to examine the attitudes of heterosexual university students to peer suicide when that peer was gay, lesbian, or heterosexual. University students (n = 206) completed several questionnaires, including The Suicide Attitude Vignette Experience. Results indicated that the suicide act was seen as more justified, acceptable, and necessary when the adolescent was gay or lesbian. Further, gay and lesbian youth suicide victims were shown significantly less empathy than heterosexual suicide victims. Participants' level of homophobia was found to be a significant predictor of attitudes toward gay and lesbian youth suicide. Results indicate that the peer group of gay and lesbian youth is unsupportive of their sexual orientation, and these attitudes may be an additional risk factor for gay and lesbian youth suicide.
{"title":"The Attitudes of Australian Heterosexual University Students Toward The Suicide of Gay, Lesbian and Heterosexual Peers","authors":"Mari Molloy, S. McLaren","doi":"10.1300/J367v02n02_03","DOIUrl":"https://doi.org/10.1300/J367v02n02_03","url":null,"abstract":"ABSTRACT This study sought to examine the attitudes of heterosexual university students to peer suicide when that peer was gay, lesbian, or heterosexual. University students (n = 206) completed several questionnaires, including The Suicide Attitude Vignette Experience. Results indicated that the suicide act was seen as more justified, acceptable, and necessary when the adolescent was gay or lesbian. Further, gay and lesbian youth suicide victims were shown significantly less empathy than heterosexual suicide victims. Participants' level of homophobia was found to be a significant predictor of attitudes toward gay and lesbian youth suicide. Results indicate that the peer group of gay and lesbian youth is unsupportive of their sexual orientation, and these attitudes may be an additional risk factor for gay and lesbian youth suicide.","PeriodicalId":213902,"journal":{"name":"Journal of Gay & Lesbian Issues in Education","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2004-11-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125870954","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}
{"title":"Outing the Teacher, Outing the Power: Principle and Pedagogy","authors":"A. Lipkin","doi":"10.1300/J367V02N02_05","DOIUrl":"https://doi.org/10.1300/J367V02N02_05","url":null,"abstract":"","PeriodicalId":213902,"journal":{"name":"Journal of Gay & Lesbian Issues in Education","volume":"25 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2004-11-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"117168027","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}
{"title":"Parents of Gay Men and Lesbians Portray Their Lives","authors":"D. Aveline","doi":"10.1300/J367V02N02_10","DOIUrl":"https://doi.org/10.1300/J367V02N02_10","url":null,"abstract":"","PeriodicalId":213902,"journal":{"name":"Journal of Gay & Lesbian Issues in Education","volume":"22 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2004-11-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123981391","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 interview-based, narrative study examines the effects of schooling in a Deep South urban community on the identity construction of gay African American boys and young men. Specifically, it exposes the ways in which the dominant culture of White racism creates and imposes a hegemonic masculinity on Black youth culture that forces these young men to choose racial solidarity over sexual identity and to “pass” as straight. Significantly, this study addresses the complex role of the “culture of power” in the educational experiences of these young men.
{"title":"The Talented Tenth: Gay Black Boys and the Racial Politics of Southern Schooling","authors":"S. Vaught","doi":"10.1300/J367v02n02_02","DOIUrl":"https://doi.org/10.1300/J367v02n02_02","url":null,"abstract":"ABSTRACT This interview-based, narrative study examines the effects of schooling in a Deep South urban community on the identity construction of gay African American boys and young men. Specifically, it exposes the ways in which the dominant culture of White racism creates and imposes a hegemonic masculinity on Black youth culture that forces these young men to choose racial solidarity over sexual identity and to “pass” as straight. Significantly, this study addresses the complex role of the “culture of power” in the educational experiences of these young men.","PeriodicalId":213902,"journal":{"name":"Journal of Gay & Lesbian Issues in Education","volume":"19 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2004-11-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123630452","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}
{"title":"Pieces of Me","authors":"M. Rhoades","doi":"10.1300/J367V02N01_03","DOIUrl":"https://doi.org/10.1300/J367V02N01_03","url":null,"abstract":"","PeriodicalId":213902,"journal":{"name":"Journal of Gay & Lesbian Issues in Education","volume":"136 7 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2004-08-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131315454","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 Education research on sexual identity issues has increasingly engaged with poststructuralist and queer theories of identity. The focus has shifted toward conceptualising sexual identities as “acts” rather than facts, and problematising all sexual identities rather than liberating oppressed ones. However, in the growing literature on the complexities associated with “coming out,” little attention has been given to these matters in classrooms with student cohorts that are international, transcultural, and multilingual. This article considers puzzling conundrums associated with teachers coming out (or not) in English as a Second Language (ESL) classes for adult immigrants, refugees, and international students residing in the United States. Drawing on interview transcripts, the author looks at (apparent) disjunctures of meaning between how three ESL teachers decided to represent their sexual identities in class and how five of their students interpreted these choices. The author explores this “queer chaos of meanings” with a view to illuminating key tensions associated with negotiating sexual identifications (and dis-identifications) in globalised classrooms. A case is made for thinking not only queerly but also transculturally about sexual identity issues in education.
{"title":"A Queer Chaos of Meanings: Coming Out Conundrums in Globalised Classrooms","authors":"C. Nelson","doi":"10.1300/J367V02N01_05","DOIUrl":"https://doi.org/10.1300/J367V02N01_05","url":null,"abstract":"ABSTRACT Education research on sexual identity issues has increasingly engaged with poststructuralist and queer theories of identity. The focus has shifted toward conceptualising sexual identities as “acts” rather than facts, and problematising all sexual identities rather than liberating oppressed ones. However, in the growing literature on the complexities associated with “coming out,” little attention has been given to these matters in classrooms with student cohorts that are international, transcultural, and multilingual. This article considers puzzling conundrums associated with teachers coming out (or not) in English as a Second Language (ESL) classes for adult immigrants, refugees, and international students residing in the United States. Drawing on interview transcripts, the author looks at (apparent) disjunctures of meaning between how three ESL teachers decided to represent their sexual identities in class and how five of their students interpreted these choices. The author explores this “queer chaos of meanings” with a view to illuminating key tensions associated with negotiating sexual identifications (and dis-identifications) in globalised classrooms. A case is made for thinking not only queerly but also transculturally about sexual identity issues in education.","PeriodicalId":213902,"journal":{"name":"Journal of Gay & Lesbian Issues in Education","volume":"55 2 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2004-08-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128000543","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 “No promo homo” laws in a few states seek to prevent schools from openly supporting LGBT students. However, there is evidence that public support is growing for the implementation of gay-straight alliances, nondiscrimination policies, and other interventions designed to counteract and prevent violence and harassment against lesbian, gay, bisexual and transgender (LGBT) youth in public schools. Eight states and the District of Columbia have a sexual orientation non-discrimination and/or anti-harassment law, and at least six states have regulations addressing sexual orientation bias. A growing body of research indicates that these interventions are helping to make LGBT students feel safer. Additionally, school districts that choose not to voluntarily implement these interventions may be convinced to do so by the increasing number of successful lawsuits that have held schools liable for failing to protect LGBT youth from pervasive harassment and violence.
{"title":"U.S. Policy Interventions That Can Make Schools Safer","authors":"Sean R. Cahill, J. Cianciotto","doi":"10.1300/J367V02N01_02","DOIUrl":"https://doi.org/10.1300/J367V02N01_02","url":null,"abstract":"ABSTRACT “No promo homo” laws in a few states seek to prevent schools from openly supporting LGBT students. However, there is evidence that public support is growing for the implementation of gay-straight alliances, nondiscrimination policies, and other interventions designed to counteract and prevent violence and harassment against lesbian, gay, bisexual and transgender (LGBT) youth in public schools. Eight states and the District of Columbia have a sexual orientation non-discrimination and/or anti-harassment law, and at least six states have regulations addressing sexual orientation bias. A growing body of research indicates that these interventions are helping to make LGBT students feel safer. Additionally, school districts that choose not to voluntarily implement these interventions may be convinced to do so by the increasing number of successful lawsuits that have held schools liable for failing to protect LGBT youth from pervasive harassment and violence.","PeriodicalId":213902,"journal":{"name":"Journal of Gay & Lesbian Issues in Education","volume":"52 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2004-08-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116092677","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}
Despite the effects of extreme nationalism that continue to plague global politics, globalization is the omnipresent condition or set of forces which undergird contemporary social relations. One notable effect of globalization is the compression of what is understood as distance and time as a result of market forces, cyberspace, and air travel. Quite simply more and more of us are easily and quickly connected to cultures and peoples around the globe through high-speed travel and cyber-technology. Consequently, those cultures that already have a dominant presence internationally are having an increasingly greater and more immediate global impact, including homogenisation of curriculum, especially with respect to science and technology, and the ubiquity of English as the global language of education. Global circulation of Western1 values and beliefs through communication technology and economic and market forces has become a focal point for social and political theory as well as government and citizen agitation (Bauman, 1999; Brown, Renner & Halweil, 2000; Falk, 2000). Concern exists about the loss of complex “indigenous” models
{"title":"Consuming Globalization, Local Identities, and Common Experiences","authors":"Gloria Filax","doi":"10.1300/J367v02n01_07","DOIUrl":"https://doi.org/10.1300/J367v02n01_07","url":null,"abstract":"Despite the effects of extreme nationalism that continue to plague global politics, globalization is the omnipresent condition or set of forces which undergird contemporary social relations. One notable effect of globalization is the compression of what is understood as distance and time as a result of market forces, cyberspace, and air travel. Quite simply more and more of us are easily and quickly connected to cultures and peoples around the globe through high-speed travel and cyber-technology. Consequently, those cultures that already have a dominant presence internationally are having an increasingly greater and more immediate global impact, including homogenisation of curriculum, especially with respect to science and technology, and the ubiquity of English as the global language of education. Global circulation of Western1 values and beliefs through communication technology and economic and market forces has become a focal point for social and political theory as well as government and citizen agitation (Bauman, 1999; Brown, Renner & Halweil, 2000; Falk, 2000). Concern exists about the loss of complex “indigenous” models","PeriodicalId":213902,"journal":{"name":"Journal of Gay & Lesbian Issues in Education","volume":"78 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2004-08-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129125982","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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