Homotolerance and heteronormativity in Norwegian classrooms

This article is based on classroom observations and discusses sexual education that addresses homosexuality. Tolerance of queer lifestyles as well as support for judicial equality between heterosexual and homosexual couples is generally perceived as being high in the Norwegian political context. Norwegian sexual politics is, however, based on a binary understanding of sexuality, linked to stable and authentic sexual identities, and this perspective is highly influential in Norwegian education on sexuality. Homotolerance appears to be the most prominent ambition when teachers deal with homosexuality in their teaching. Informed by queer theory, I intend to investigate how teaching that sets out to create homotolerance reproduces heteronormativity. I will argue that even though education on homosexuality may create increased homotolerance, the very same education does also marginalise and stigmatise homosexuality as well as reproduce binary and heteronormative concepts of sexuality.     

Selfies,relfies and phallic tagging: posthuman part-icipations in teen digital sexuality assemblages

Abstract

Inspired by posthuman feminist theory, this paper explores young people’s entanglement with the bio-technological landscape of image creation and exchange in young networked peer cultures. We suggest that we are seeing new formations of sexual objectification when the more-than-human is foregrounded and the blurry ontological divide between human (flesh) and machine (digital) are enlivened through queer and feminist Materialist analyses. Drawing upon multimodal qualitative data generated with teen boys and girls living in urban inner London and semi-rural Wales (UK) we map how the digital affordances of Facebook ‘tagging’ can operate as a form of coercive ‘phallic touch’ in ways that shore up and transgress normative territories of dis/embodied gender, sexuality and age. We conclude by arguing that we need creative approaches that can open up spaces for a posthuman accounting of the material intra-actions through which phallic power relations part-icipate in predictable and unpredictable ways.     

The public school washroom as analytic space for troubling gender: investigating the spatiality of gender through students' self-knowledge

This paper derives from a larger study, looking at how students in one secondary school in Ontario problematised and understood gender expression. This study applies a Foucaultian analytic framework of disciplinary space to the problem of the bathroom in public schools. It focuses specifically on the surveillance and regulation of gendered bodies within such a space. How young people understand the surveillance of their bodily presence is significant in terms of how they are constituted as a gendered subject. I use Foucault's [1977. Discipline and punish (translated by Alan Sheridan). New York: Vintage Books, Random House, Inc; 1980. Power-knowledge: Selected interviews and other writings, 1972–1977 (Colin Gordon, ed.) (translated by Colin Gordon … [et al.]). Hassocks: Harvester Press] concept of subjectivation to investigate how a subject is formed through mechanisms of disciplinary power, as well as Butler's [1990. Gender trouble: Feminism and the subversion of identity. New York: Routledge] gender performativity theory to trouble the notion of gender in non-binary, unfixed terms. Additionally, the public toilet space itself can be theorised using queer theory and trans studies, particularly in terms of conceptualising the washroom as a regulated space.     

Secrets and lies: sex education and gendered memories of childhood's end in an Australian provincial city, 1930s–1950s

There are few historical studies about the sex education of Australian youth. Drawing on a range of sources, including the oral histories of 40 women and men who attended two single‐sex, selective high schools in a provincial Australian city (Newcastle, New South Wales) in the 1930s–1950s, this paper explores the adolescent experience of sex education and gender relations. First, it outlines attempts by the New South Wales State Government and the Newcastle community to introduce sex education, especially during the moral panic about sexuality generated during World War Two. Second, it charts the experiential realm of growing up for adolescent females and males. Hegemonic gender ideology meant that sexual knowledge was mostly kept secret from adolescent girls, and that frightening lies about sexual matters proliferated in the vacuum created by sexual ignorance. For adolescent males, sexual knowledge, while still shrouded in myth and mystery, was more readily available. Indeed sex education classes were introduced at the boys' school in the 1950s, while the girls' school remained silent on the matter for the entire time. At the theoretical level, the paper suggests that the dominant ideology of femininity included sexual ignorance and was allied to the ideology of childhood innocence. Both ideologies were artefacts of patriarchal power.     

Archival ambience and sensory memory: Generating queer intimacies in the settler colonial archive

The shift to archives as rhetorical places creates opportunities to examine environmental accessibility, the role of archives in legitimating official public memory, and tactics to evoke memory at the margins. I conceptualize the relation between archival environments, feeling, and memory as “archival ambience.” Ambience challenges modern theories of invention and foregrounds the entanglements of sensory culture, corporeality, sensation, feeling, and memory. Ambience reimagines invention and circulation as the relational materiality of bodies and as central to the generation of intimacies. This essay models a sensory engagement with archives at the American Heritage Center and Grace Hebard and Agnes Wergeland collections. Guided by the settler colonial environment of the American Heritage Center (AHC) and what remains of Hebard and Wergeland, I craft a queer sense of their “intimate friendship” and argue that perception of Hebard and Wergeland's intimate friendship takes shape through the sensory culture of the AHC and that their queerness is an effect of the archive.     

‘I think it’s very much placed on us’: Black queer men laboring to forge community at a predominantly White and (hetero)cisnormative research institution

Abstract

The sociopolitical conditions in which Black queer college men exist in often marginalize them from fully participating in and engaging with the entire campus community. Some researchers suggest that Black queer men (BQM) create counterspaces on-campus to contend with their marginalization as racial, gender, and sexual minorities. This study explores the collegiate experiences of BQM who forged community and strong interpersonal relationships through a peer-support group. Using intersectionality and queer theoretical frameworks, this study interrogates heteronormativity, cisnormativity, and racism that BQM experiences within postsecondary settings.     

The Procedural Queer: Substantive Due Process,Lawrence v. Texas,and Queer Rhetorical Futures

This essay discusses Justice Anthony M. Kennedy's choice to foreground arguments from due process rather than equal protection in the majority opinion in Lawrence v. Texas. Kennedy's choice can realize constitutional legal doctrine that is more consistent with radical queer politics than arguments from equal protection. Unlike some recent critiques of Kennedy's opinion, a queer rhetorical analysis of Lawrence reveals a futuristic, always-open-to-change vision in Kennedy's rhetorical framing of constitutional law that is significantly less damaging to possibilities for “queer world making” in the United States than other contemporary US judicial arguments of and about sexuality.     

Foregrounding intersectionality in rural youth’s schooling experiences in China: a queer re-reading

This article uses a queer lens in an intersectional analysis of students’ schooling experiences in rural China. I argue that a queer perspective has been largely neglected and issues related to sexuality have not been carefully investigated in Chinese educational contexts. Drawing on queer theory and an intersectional framework, I re-interpret one of my earlier qualitative studies ‘queerly’ and examine the different ways that the discourses of sexuality and gender shape rural Chinese students’ schooling lives. Findings reveal that these discourses marginalize both effeminate boys who demonstrate ‘too little’ masculinity and male ‘troublemakers’ who perform ‘too much’ masculinity. This queer route of rereading also disrupts other constructions of normalcy associated with class- and place-based identities, such as students’ ‘half-rural identity.’ The analysis shows the importance of foregrounding the intersectional dimensions of inequalities and embracing a queer theoretical framework in understanding rural education in China.     

“Everyone Needs a Class Like This”: High School Students' Perspectives on a Gay and Lesbian Literature Course

Abstract

This article offers insights on how students experienced and made sense of their learning in a trimester-long high school Gay and Lesbian Literature course. Drawing on questionnaires and interviews that the students completed as part of a larger ethnographic study of this class, the author shows how a queer-themed literature curriculum is relevant for both LGBTQ-identifying and straight–identifying students and contributes to a better school climate.     

全局半稳定的多项式系统

对全局半稳定系统的理论进行了总结 ,证明了两个不是全局半稳定的多项式系统 .