Gender and Sexualities in Education

Table Of Contents

• Cover
• Title
• Copyright
• About the Editors
• About the Book
• This eBook can be cited
• Contents
• Introduction
• On Language
• Organization of Themes
• Section I. Gender, Sexualities, and the Cultural Politics of Education
• 1. Masculinities, Gender Non-Conformity, and the Significance of Queer and Transgender Perspectives in Education
• The Politics of Deconstructing Masculinities
• Reading Practices That Trouble the Sedimentation of Gender Normalization
• Further Reflections on Gender-nonconformity and Transgressing Masculinity
• The Question of Gender Justice and the Contribution of Transgender Theorists
• Conclusion: Imaginative Possibilities and Identifications
• References
• 2. Impossible Women: Saints, Sinners, and the Gendered Mythology in a Catholic School
• Introduction
• Methodology
• Method
• Framing
• Sex and the Church
• Squishes and pink jerseys
• Mythical women
• Conclusion
• Notes
• References
• 3. Schooling the Gendered Politics of Masculine Scripts in Black Popular Culture
• Theorizing the Intersectional and Historical Context of Black Masculinities
• A Cultural Critique of Masculine Scripts in Black Popular Culture
• Contested Scripts for Rethinking Black Masculinities
• Education as a Script for Rethinking Black Masculinities in Urban Schools
• Conclusion
• References
• 4. Taking Homophobia’s Measure
• Scaling Homophobia
• Thinking Differently About Homophobia in Teaching and Research
• Conclusion
• Provocations
• Notes
• References
• 5. The Heterotopic Washroom in School Space: Binary Gender Confirmed, or No Place of One’s Own?
• The School Washroom as Gendered Space
• The School Washroom as Ambiguous Space
• The School Washroom Examined Through Photographs
• Procedures
• A Space Divided: Classifying Bodies in Space
• Conclusion: Scholarly Significance of the Study
• References
• 6. LGBT Families and Southern Schools: Thinking About People, Place, and Education
• Introduction: “A Little Bit Gay”—The Queer State of Families in the South
• “Place”-ing LGBT Curriculum Studies
• Webs of People, Schools, and Place
• Place
• Schools
• Families
• Conclusion: Fully Visible
• Notes
• References
• 7. Defining Themselves: LGBQS Youth Online
• Theory and Background
• Methods
• Research Questions
• The Language of Self-Identification
• Rejection of Categories
• Creative Use of Neologisms
• Self-Representations of LGBTQI Youth
• Others’ Representations of LGBTQI Youth
• Analysis and Discussion
• What do LGBTQI youth find on MySpace and Facebook? And how does that guide their understanding of who they are and are not?
• Narrative Analyses: What terms or forms of language are used to identify self and/or others among LGBTQI youth?
• Narrative Analysis: How do these forms of language reflect self and other representations of LGBTQI youth in the larger society?
• Summary and Conclusion
• Addendum
• References
• 8. Becoming a Responsible Boy: Contesting Masculinity in Rural Zimbabwe
• Introduction
• Thinking About Boys: From Experience to Research
• Re-Presenting Boys in Public Discourse in Zimbabwe
• Globalization and Postcoloniality: A Changing Context for Gender Relations in Rural Zimbabwe
• Re-conceptualizing Masculinity in Rural Zimbabwe
• Responsibility: From the Life Stories of Two Boys
• Conclusion and Practical Implications
• Notes
• References
• 9. Masculinities on The O.C.: A Critical Analysis of Representations of Gender
• Gender and Television Comedy
• The O.C.and the Hierarchy of Masculinities
• The O.C. Rewrites Patriarchy
• References
• 10. Survival, Protection, and Forgiveness: Examining Gendered Violence and Care in The Hunger Games Trilogy
• Introduction
• The Hunger Games Trilogy
• Survival, Care, and Protection: Gender, Heteronormativity, and the Construction of a Feminist Heroine
• Survival and Protection
• Love, Sex, and Survival: Navigating Intimate Relationships Within Contexts of Control, Sexual Violence, and Harassment
• Care and Forgiveness: Transforming Male Violence Through Love
• Conclusion
• Notes
• References
• 11. Social Media Go Gaga: Mother’s Little Helper for Feeding Her Little Monsters
• Introduction
• Where Did the Production Begin and What Sustains It?
• Lady Gaga’s Early Life and Preparation for the Spectacle
• Social Media and Lady Gaga as the Spectacle
• Conclusion
• References
• 12. Spicing Up the Curriculum: The Uses and Pleasures of Erotica Noir in the Urban Classroom
• Of Panties and Pedagogy
• A Book by Its Cover
• Adult Content
• Mental Stimulation
• Queer Potentialities: Not a Normal Book
• No Shades of Grey
• Troubling Curriculum and Teen Sex
• Curricular Drag
• Conclusion: New Orientations
• Notes
• References
• Section II. Beyond the Anti-Bullying Curriculum
• 13. The Bully Curriculum: Gender, Sexualities, and the New Authoritarian Populism in Education
• The Limitations of Dominant Anti-Bullying Discourses
• Bullying and the Habitus of Schooling
• Bullying and Beyond: Resisting Authoritarian Populism
• References
• 14. Failing Progress: Changes in School Climate for LGBT Youth Over Time
• Anti-LGBT Remarks Over Time
• Experiences of Harassment and Assault Over Time
• LGBT-Related Resources Over Time
• GSAs
• Anti-bullying and/or anti-harassment policies
• Supportive school personnel
• Curricular resources
• Conclusion
• Notes
• References
• 15. Conceptualizing Safety From the Inside Out: Heteronormative Spaces and Their Effects on Students’ Sense of Self
• Introduction
• Democratic Theory and Purposes of Education: A Spotlight on Safety
• Heteronormative School Climates: Exposing the Relationship Between Neutral and Normal
• Neutrality as institutional constraint
• Cultural imperialism and the oppressive normal
• Internal Safety: Self-Determination, Autonomy, and Favorable Contexts of Choice
• Who students are: Self-determination and autonomy
• Where students are: Favorable social contexts
• A Critical Review of Dominant Conceptions of School Safety
• Federal and state-level policies
• Teacher Education and Professional Development
• Conclusion: Listening to Pleas for Internal Safety and Challenging Neutrality Through Action
• Policy
• Teacher education
• Conclusion
• Notes
• References
• 16. Heteronormative Harassment: Queer Bullying and Gender-Non-Conforming Students
• Possible Origins of Queer Bullying
• Gender Norms and Bullying
• Media as Mirror and Window to Queer Bullying
• The Distressing Realities About Queer-Related Bullying
• Microaggressions as Bullying
• Conclusion: Queer Bullying and School Environments
• Notes
• References
• 17. Safety in Unity: One School’s Story of Identity and Community
• Introduction
• Queer as Subject and Queer as Politic
• Queering Schooled Spaces
• The Importance of Story
• Safe Spaces: Academic and Emotional Support
• The Importance of Allies
• School as Family and School as Lifesaving
• Conclusions
• References
• 18. Tomboys, Sissies, and “That’s So Gay”: Exploring Gender and Sexuality Diversity in Early Childhood and Elementary Education
• Introduction
• Heteronormativity
• Heteronormativity at School
• Heteronormative Case Examples
• Gender and Sexuality Diversity: An Inclusive Identity Framework
• Biological sex in ECEE
• Gender in ECEE
• Sexuality in ECEE.
• Developmentally Appropriate and Effective Practice
• Establishing an educational framework; dispelling fear
• Tools for addressing heteronormative bias
• Understanding gender expression
• Working with gender variance
• Working at the intersection of gender and sexuality
• Bullying and Maintaining Safety at School
• Playgrounds and prejudice
• Ready resources
• Conclusion
• Notes
• References
• 19. Off the Script: A Study of Techniques for Uncovering Gender-Bending Truths in the Classroom
• “Tomboys and Other Gender Heroes”
• “Because They Look Gay”
• Disrupting Gender
• “A Little Time for Kids to Get Used to It”: Teaching Strategies for Critical Dialogue
• Film
• A public rubric
• Grade 8
• Level 1
• Grade 8
• Level 2
• Grades 11 & 12
• Level 3
• Grades 11 & 12
• Level 4
• “Stop Trying to Force Me”: New Gendered Images
• Drama skits
• Writing prompts
• Conclusion: Embracing Dolls and Army Men
• Appendix A: The Gender Rubric
• Notes
• References
• 20. “Butterflies Starting a Tornado”: The Queer ‘Not Yet’ of New Zealand School-Based Queer Straight Alliance as a Utopic Site of Learning
• Introduction
• The Utopic Im/possibilities of Queer Straight Alliances
• Methodology
• “An Epidemic of Love”: Working Towards an Affective, Relational Queer Utopia
• Utopian Activist Aesthetics
• Risking Disappointments
• Conclusion
• References
• 21. A GSA’s Impact on Students’ Beliefs and Attitudes Toward Civic and Political Participation, Civic Engagement, and Social Justice
• Introduction
• Gay-Straight Alliances (GSAs)
• The Roles of the GSAs
• A School’s GSA
• The GSA Members: The Participants in the Study
• Students’ Beliefs and Attitudes Toward Social Justice, and Toward Civic and Political Participation and Engagement
• Social justice
• Civic participation and engagement
• Political participation and engagement
• Did Participation in the GSA Raise Questions About Inequality, Oppression, Domination, and Alienation?
• Conclusion: Significance of the Findings and Discussion
• Civic engagement and identity
• Implications for Education: What Schools Can Do to Support LGBTQ Clubs
• Notes
• References
• 22. Troubling Silences and Taboo Texts: Constructing Safer and More Positive School Climates for Same-Sex-Attracted High School Students in Australia
• English in the Australian Curriculum
• The student experience: A study
• School Silences
• How do these silences sound?
• Impact for same-sex-attracted students
• Curricular Silences
• Textual Silences
• Conclusion: Recommendations for Educators
• 1. Get curriculum savvy and context aware.
• 2. Get educated and get comfortable.
• 3. Get in early and get in often.
• Notes
• References
• 23. A Philosophy of Sexual Reciprocity for Secular Public Schools of Toronto
• A Negative and Prohibitive Curriculum That Excludes
• Rainbows and triangles: A curriculum document for challenging homophobia and heterosexism in the K–6 classroom
• Understanding Heterosexist Discourses
• Student Bodies; Sexed and Sentimentalized
• The Threat of Queer Identity and Theory
• Towards an Active and Empowered Discourse of Sex
• Conclusion: Morals and Ethics as an Intervention for Reciprocity
• Notes
• References
• 24. (Im)perceptible Silences: Hearing LGBTQ Silences and Voices in School
• Theoretical Constructions of Silence
• A Glimpse at MacArthur High
• Situating Myself in the MacArthur High School GSA
• The Day of Silence and Strategies to Address Anti-LGBTQ Bias
• Increased vulnerability
• The strategy of voice: A day of loud
• Being heard: Silences and voices
• Conclusion
• References
• 25. The African Dance Program: “Where Is the Love?”
• Introduction
• In Search of Black Gay Male Students
• Historical Perspectives
• The Matriarch: Nanajua Mwingu
• Introducing Antoine and Kevin
• Antoine
• Growing up in a working-class home
• Being gay and gender nonconforming
• Being a special education student
• Participating in ADP
• Kevin
• Being Black
• Being gender-nonconforming
• Participating in ADP
• Chapter Summary
• References
• 26. It’s Not How Regular Boys Are Supposed to Act: The Nonnormative Sexual Practices of Black Boys in All-Male Public Schools
• Introduction
• Children, Sexuality, and Black Masculinity
• Male youth and sexuality in schools
• Data and Methods
• Perry High School
• Dominant masculinity
• Queer Black boys
• Trades on the down low
• Discussion
• Conclusion
• Notes
• References
• 27. Girls Minus Boys: Heteronormative Discourses of Protection in Single-Gender Schools
• Introduction
• Theoretical Complications of Gender in All-Girls Schools
• Popular Rationalizing and Locating “Absent Boys” Discourses
• Different knowledge, different destinies
• Promises of protection
• Girls as a Vulnerable Population: Past and Present
• Progressive Era panic
• New girls, same protection
• Gendered Hostility in Coeducation
• Unfair and/or inequitable learning environment
• Unsafe and/or sexual hostility
• Relations of Dominance and Compulsory Heteronormativity
• Regulating Desire, Reconsidering Sexual Tensions
• Conclusion: Rethinking “Safe” and Making Space for Desire
• School knowledge and curricular conditions
• References
• Section III. Queering Teacher Preparation and Higher Education
• 28. Hatred Haunting Hallways: Teacher Education and the Badness of Homophobia(s)
• Introduction: On Badness
• The Problem of the Example
• The Problem of Looking at Others
• Conclusion: Our Examples, Ourselves
• Notes
• References
• 29. Is the Mere Mention Enough?: Representation Across Five Different Venues of Educator Preparation
• Introduction
• The Studies
• Programs
• Textbooks
• Recommendations
• Approaches to content
• Expanding the curriculum
• Representations and topics
• Conclusion
• References
• 30. Challenging Gendered Practices Through Drama
• Introduction
• Gender Inequities
• Critical Literacy
• Drama Workshops
• Scenario Improvisation Activity
• Embodied Characterization Activity
• Conclusion
• References
• 31. Critical Interventions: Addressing the Reality of LGBTQ Sexual Violence in Higher Education
• Introduction
• A Heterosexist Discourse in Higher Education
• Sexual Violence in the US
• The Experience of Violence for LGBTQ College Students
• LGBTQ Students and Sexual Violence
• Countering the Discourse
• Conclusion
• Notes
• References
• 32. Some of Us Are Brave: A Review of the Research on the Experience of Black LGBT Professors in Colleges and Universities in the United States
• Introduction
• Conceptual Framework
• Methods
• Findings
• Campus Climate
• Personal and institutional racism and heterosexism on campus
• Campus climate for LGBT people
• The role of discourse in campus climate for LGBT people
• Range of professional identities
• Conclusion: Implications for Research and Policy
• References
• 33. 3 to 1: Four Women Navigating the Intersections of Racism, Sexism, Homophobia, and Heterosexism in Intercollegiate Sport
• A Model: The Intersection of Racism, Sexism, Homophobia, and Heterosexism
• Compulsory Heterosexuality in Sport
• Who We Are
• Jillian Roth
• Lea Robinson
• Camille O’Bryant
• Pat Griffin
• The Intersectionality of the “-isms”: The Issues Not Discussed
• Homophobic Families & Communities + Lack of Role Models and Research + White Allies = Silenced Issues Within Intercollegiate Sport
• Conclusion: The Path to Solutions
• LGBTQ leaders as change agents
• Notes
• References
• 34. Multiple Targeted Identities: Intersectionality and the Lived Experiences of Black Gay Males
• Literature on Black Gay Males
• Gender Assignment, Gender Identity, Gender Expression, and Sexual Orientation
• Intersectionality
• Structural, Political, and Representational Intersectionality
• Application of Intersectionality
• Intersectionality and Black Men Who Identify as Gay
• Structural Intersectionality
• Political Intersectionality
• Representational Intersectionality
• Conclusion
• Notes
• References
• Notes on Contributors