Dogma before diversity: the contradictory rhetoric of controversy and diversity in the politicisation of Australian queer-affirming learning materials

Shannon, Barrie; Smith, Stephen J.

doi:10.1080/14681811.2017.1302325

Cited by 39 publications

(7 citation statements)

References 15 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…The approach of SSCA transcended the traditional, bullying-oriented focus on homo/transphobic language use by positioning heteronormativity and the gender binary as limiting and not fully representative of Australia's social diversity. Unsurprisingly, such educational progress at a time of neoconservative governmental rule was perceived as perilous to the sociallyconstructed, normalised gender order and resulted in a multi-year moral backlash which ultimately shut down the initiative (Law 2017;Shannon and Stephen 2017).…”

Section: Introductionmentioning

confidence: 99%

Inclusive pedagogies for transgender and gender diverse children: parents’ perspectives on the limits of discourses of bullying and risk in schools

Ferfolja

Ullman

2021

Pedagogy, Culture & Society

View full text Add to dashboard Cite

show abstract

Section: Introductionmentioning

confidence: 99%

Inclusive pedagogies for transgender and gender diverse children: parents’ perspectives on the limits of discourses of bullying and risk in schools

Ferfolja

Ullman

2021

Pedagogy, Culture & Society

View full text Add to dashboard Cite

show abstract

“…St Kevins, Melbourne in 2020; Knox, Sydney in 2022, Cranbrook, Sydney in 2024), or controversies regarding programs such as Safe Schools (e.g. Law, 2017;Shannon & Smith, 2017;Ward, 2020). At the same time, the concept of 'gender' itself has been politicised in Australia, which has shut down thoughtful, critical conversations about this in schools (Ferfolja & Ullman, 2020).…”

Section: Situating Gender and Schooling In Australiamentioning

confidence: 99%

Gender and schooling in Australia

Gannon,

Higham,

Smith

2024

Aust. Educ. Res.

View full text Add to dashboard Cite

This special issue presents a collection of recent papers drawing on qualitative research in and about schooling in Australia and the ways in which gender-related issues in the broadest sense continue to shape people’s educational experiences. These papers from the present are positioned in relation to the long histories of policy and research attention to gender equity in Australian education. We set the context for work in the present by scanning the past, noting the ambitions, the gaps and the failures of earlier policies, and drawing attention to the quality and volume of research that has previously been undertaken in this area. We explore the current policy vacuum regarding gender to consider some of the pressures and complexities that have led to the erasure or avoidance of gender-related issues. Each of the papers that form this special issue demonstrate—despite different methods, theoretical frameworks, settings and participant cohorts—how stereotypes and limitations circulate in everyday life in schools and beyond them, and how these impact on people. They each explore from a different starting point how gender injustices are perpetuated and produced, in often subtle and nuanced ways that require concerted effort to unpack. They simultaneously offer insights into the critical and creative ways that young people and those around them are reconfiguring gender and seeking more hopeful and more equitable educational experiences and outcomes. Collectively, the papers that form this special issue advocate for policies and practices that embrace the complexities of young people's lives and are oriented towards inclusive and equitable educational environments.

show abstract

“…(Butler, 1997, p. 130) Processes of implicit censorship continue to have a profound effect on the ways in which we talk about the work that can be undertaken with LGQ young people. Obtaining funding to work with LGQ young people requires the navigation of what will and will not be admissible in public discourse (Shannon & Smith, 2017;Ward, 2018). Attacks on LGQ service provision, as this article demonstrates, are not new.…”

Section: Twenty Ten and The Emergence Of Service Provision For Lesbia...mentioning

confidence: 99%

“…While Lalor's perspective focuses on sexuality politics in its broadest sense, our interest here is the history of responses to 'LGQ youth' in Australian social policy. These continue to be important issues because funding for programmes to support LGQ young people continues to attract controversy both in Australia (Shannon & Smith, 2017) and elsewhere (Iskander & Shabtay, 2018;Rubenstein, 2017). Our interest here lies in what lessons can be learned by taking a longer view, and by looking back at the arguments and tactics used to gain funding by people working in this critical area of social policy at the time of its emergence.…”

Section: Introductionmentioning

confidence: 99%

Playing Recognition Politics: Queer Theoretical Reflections on Lesbian, Gay, and Queer Youth Social Policy in Australia in the 1980s and 1990s

et al. 2020

View full text Add to dashboard Cite

This paper provides a queer theoretical reflection on the emergence of lesbian, gay and queer (LGQ) youth as subjects of policy attention in Australia in the late twentieth century. In particular, it focuses on the ways in which specific forms of social, bureaucratic and organisational recognition have given shape to LGQ youth as categorical policy objects. To this end, this paper critically interrogates social policy related to the provision of funding for gender and sexual minority youth support during the 1980 and 1990s in two Australian states: New South Wales (NSW) and Western Australia (WA). More specifically, it focuses on some of the ways in which LGQ youth were discursively shaped and materially supported by three different organisations, two of which continue to be strongly associated with support of LGQ youth in Australia. This study of the emergence of these organisations, resourced by three different sectors -the state, the church and the LGQ community itself -necessarily draws on ephemeral resources, reflecting the conditions of possibility in which this work was being enacted. We conclude with an analysis of possibilities for moving beyond recognition politics in order to better respond to the changing dynamics of young people, gender, sex and sexuality.

show abstract

Dogma before diversity: the contradictory rhetoric of controversy and diversity in the politicisation of Australian queer-affirming learning materials

Cited by 39 publications

References 15 publications

Inclusive pedagogies for transgender and gender diverse children: parents’ perspectives on the limits of discourses of bullying and risk in schools

Inclusive pedagogies for transgender and gender diverse children: parents’ perspectives on the limits of discourses of bullying and risk in schools

Gender and schooling in Australia

Playing Recognition Politics: Queer Theoretical Reflections on Lesbian, Gay, and Queer Youth Social Policy in Australia in the 1980s and 1990s

Contact Info

Product

Resources

About