Beyond Bullying

Fields, Jessica; Mamo, Laura; Gilbert, Jen; Lesko, Nancy

doi:10.1177/1536504214558226

Cited by 28 publications

(9 citation statements)

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“…Indeed, we began the work of assembling this special issue sceptical about any claim that the Obama administration had been all good news for sexuality education in the USA, and we remain concerned that young peopleparticularly disadvantaged and marginalised young people -do not have reliable access to quality instruction. Our own work suggests that feminist, queer and anti-racist sexuality education remain elusive (Fields 2008;Garcia 2012) and that LGBTQ students and teachers still navigate heteronormative ideas and institutions that compromise their safety and value as members of school communities (Fields et al 2014;Garcia 2009). Our priorities as sexuality education researchers remain the same -to think broadly about teaching and learning inside and outside of schools and to consider sexuality as it intersects with other categories of difference, privilege and penalty, including ability, age, immigration, race, gender and class.…”

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confidence: 99%

Renewed commitments in a time of vigilance: sexuality education in the USA

Garcia

Fields

2017

Sex Education

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Over the past 20 years, the USA has seen more than its fair share of controversy with respect to education about sexuality, sex and intimate relationships. Attention has focused on content (abstinence-only vs. comprehensive instruction), delivery (by teachers, parents, health professionals or community educators) and context (within school and beyond). In recognition of this fact, Sex Education invited the development of a virtual special issue comprising a sample of its most impactful papers on these and related topics. The 2016 Presidential election results and recent legislative action in the USA point to the importance of thinking broadly about teaching and learning about sexuality inside and outside of schools and of considering sexuality as it intersects with categories of difference, privilege and penalty, including ability, age, immigration, race, gender and class. This paper, developed as an introduction to the virtual special issue, opens with a discussion of the journal's contributions to the ongoing discussion of pleasure and desire in sexuality education. From there, we turn to the question of what is possible given the material and ideological conditions of schooling and then to opportunities for teachers and learners outside the conventional classroom. We follow with a discussion of the place of intersectional analyses in sexuality education research, and conclude with some thoughts on sexuality education research at this political moment.

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Renewed commitments in a time of vigilance: sexuality education in the USA

Garcia

Fields

2017

Sex Education

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“…Of course, narratives linking LGBT sexuality with negative consequences can be problematic as well, given that this discourse may be used to essentialize queer identities as inherently dangerous (Fields et al 2014;Foreman 2015;Payne and Smith 2013). At the same time, it remains necessary to balance discourse focusing on the value of queer sexualities with analyses that underscore the effects of institutional power structures.…”

Section: Discussionmentioning

confidence: 97%

The Gentle Neoliberalism of Modern Anti-bullying Texts: Surveillance, Intervention, and Bystanders in Contemporary Bullying Discourse

Meyer

2016

Sex Res Soc Policy

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The author argues for the concept of "gentle" neoliberalism to account for how discourse in anti-bullying texts has increasingly presented itself as gentle and kind, while simultaneously reinforcing systems of surveillance and control. Results, based on a grounded theory analysis of 22 antibullying books, reveal that the texts generally decoupled bullying from power relations based on sexuality, overlooking homophobia and heteronormativity and marginalizing the experiences of lesbian, gay, bisexual, and transgender (LGBT) youth. Further, findings demonstrate a shift over time in the texts from an explicitly harsh description of the bullies to a seemingly kinder emphasis on reporting and intervening on behalf of the individual being bullied. This shift to interventionist discourse potentially expands mechanisms of control and reinforces inequalities based on race and social class, as bystanders are increasingly held accountable and students are encouraged to report their peers to authority figures. In response to neoliberal anti-bullying discourse, the author argues for scholarship and policy solutions that undermine unequal power structures and yet also oppose surveillance strategies of monitoring, reporting, and intervening.

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“…The question is: how can it not also become an end point? Early queer commitments to sexuality as relational and disruptive are often sacrificed to an investment in the sturdiness of categories like LGBTQ youth, 'ally,' and, perhaps even, 'adult' (Airton, 2013;Fields et al, 2014;Talburt and Rasmussen, 2010). To refuse such sturdiness is to follow Foucault into an 'ethics of discomfort' that invites attention instead to how anti-bullying programs and policies construct the LGBTQ teen who requires the interventions of educators and allies.…”

Section: Resisting the Program And Other Concluding Thoughtsmentioning

confidence: 99%

“…Cast as a set of possibilities, sexuality becomes less a description of a sexual orientation than an invocation, a fantasy, a performance, and a social regulation-networks of relations rather than an attribute of the self (Butler, 1990;Fields et al, 2014;Foucault, 1980;Talburt and Rasmussen, 2010). Education scholar Cris Mayo invokes 'queer' to describe this movement of sexuality across bodies and networks:…”

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Tending toward friendship: LGBTQ sexualities in US schools

et al. 2017

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In 2014, Beyond Bullying, a research project examining LGBTQ sexualities and lives at school, installed private storytelling booths in three US high schools. Students, teachers, and staff were invited to use the booths to share stories about LGBTQ sexualities—their stories often invoked the pleasures and disappointments of being and having a friend. This article analyzes narratives of friendship as told in the Beyond Bullying storytelling booths. Drawing on Foucault’s (1996) interview, ‘Friendship as a way of life,’ we explore participants’ stories of friendship as heralding ‘new relational modes’ that chart a liminal space between family and sexuality. These relational modes of friendship disrupt the familiar trope of the ‘ally’ in anti-bullying programs and complicate what empirical research on LGBTQ youth calls, ‘peer social support.’ Theorizing friendship allows LGBTQ sexuality in schools to reside in an ethics of discomfort, which accommodates complex social relations and varied forms of desire, intimacy, and yearning.

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Beyond Bullying

Cited by 28 publications

References 0 publications

Renewed commitments in a time of vigilance: sexuality education in the USA

Renewed commitments in a time of vigilance: sexuality education in the USA

The Gentle Neoliberalism of Modern Anti-bullying Texts: Surveillance, Intervention, and Bystanders in Contemporary Bullying Discourse

Tending toward friendship: LGBTQ sexualities in US schools

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