爱欲与自我：《另类戒指》中的女同性恋女性主义

当代以色列文坛颇具影响的年轻女作家柯利尔·津萨贝尔的成功之作<另类戒指>是一部从激进的女同性恋女性主义批评视角来突显的女性创作,小说通过当代女同性恋话语充分展现了她们的爱欲与自我,在主题上表现出明显的颠覆性和严肃性,关注性剐问题,质疑传统的性欲观,质询现存社会问题,体现了当代女作家对当代社会的深刻思考与批评.在文化多元化、全球化的趋势下,正确理解当代女同性恋话语、认识女性、性别解放运动的新的意义可更好地把握当代妇女创作动向,解读她们作品所体现的社会的、群体的和个人的现实.     

LGBT Identity, Violence, and Social Justice: The Psychological Is Political

This article reviews the statistical evidence of LGBT violence in the United States and in the world. In the United States the statistics are from Amnesty International and the New York City Gay and Lesbian Anti-Violence Project. Statistics and other information about LGBT violence in other countries of the world come from many different sources. Reasons why this violence exists and international human rights responses are reviewed. The authors argue for a greater role for mental health organizations in the amelioration of prejudice against LGBT people and for more involvement of these organizations in social justice issues around the world. The article concludes with recommendations for future directions.     

The role of GSA participation,victimization based on sexual orientation,and race on psychosocial well-being among LGBTQ secondary school students

Gay-Straight Alliances or Gender and Sexuality Alliances (GSAs) are school clubs that address LGBTQ issues. Although little is known about potential benefits of participation in GSAs, there is some evidence that they may generally benefit LGBTQ student well-being and academic achievement. However, some literature suggests GSAs may not meet the needs of LGBTQ students of color. The current study explores whether GSA participation is related to psychosocial well-being, whether GSA participation moderates the relationship between victimization based on sexual orientation and well-being, and whether these relationships differ by race/ethnicity. The sample included 11,164 LGBTQ secondary school students who have a GSA at their school, and who reported on GSA participation, verbal harassment based on sexual orientation, and psychosocial indicators (depression, self-esteem, and school belonging). Participation in GSAs was related to greater school belonging, but was not related to self-esteem and depression. The associations between GSA participation and verbal harassment based on sexual orientation on psychosocial well-being did not differ by race/ethnicity. The findings provide an important first step in re-thinking and re-examining how GSA participation may be helpful for LGBTQ students. Implications for school policy and practices are discussed.     

Editorial

In 2000, the Government of the Republic of Ireland introduced a syllabus for second‐level schools (12–15 years) in Social Personal and Health Education (SPHE). Within this SPHE syllabus there is a significant component on Relationships and Sexuality Education (RSE). In terms of diversity and equality it is questionable to what extent this newly introduced syllabus meets the needs of all students who attend second‐level schools in the Republic of Ireland. Furthermore, the research that is reported in this paper will reveal that not only does the new SPHE syllabus not meet the needs of a diverse student population but that through silence on certain behaviours the absence of any teaching about sexual orientation by teachers contributes to homophobic bullying among students in Irish schools.