Homophobia, transphobia, young people and the question of responsibility

Rasmussen, Mary Lou; Sanjakdar, Fida; Allen, Louisa; Quinlivan, Kathleen; Brömdal, Annette

doi:10.1080/01596306.2015.1104850

Cited by 18 publications

(6 citation statements)

References 14 publications

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“…Although this aim has the potential to meaningfully address school‐based violence, questions remain as to whether teachers have the resources to identify and examine these considerations, and crucially to open up questions of responsibility and subjectivity in order to facilitate greater awareness of injurious acts (Rasmussen et al ., ). At a practical level, future anti‐violence initiatives in schools, particularly those related to gender and sexuality, require a context‐dependent analysis of what ‘counts’ as violence and equally the social machinations and institutions that construct what is and is not bullying.…”

Section: Resultsmentioning

confidence: 97%

“…As such, young people in schools—particularly those schools that socially or institutionally fail to celebrate diversity—produce discourses of gendered violence that account for and sustain its mechanisms (Forsberg, ). An emerging body of research has detailed the ways that students variously can construct bullying as a game, as harmless, or the victim as deserving of the violence directed towards them due to their social deviance or lack of awareness about social conventions (Teräsahjo & Salmivalli, ; Rasmussen et al ., ). Some of this research has detailed the constitution of general physical violence or school bullying as ‘punking’ (Phillips, ) or as ‘joking’ (Lahelma, ).…”

Section: Teacher and Student Non‐interventionsmentioning

confidence: 97%

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‘It's not bullying’, ‘It's just a joke’: Teacher and student discursive manoeuvres around gendered violence

Rawlings

2019

British Educational Res J

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Threats or harassment related to the enforcement of gender norms remain largely unchallenged in many schools. Possibilities for meaningful interventions have been undermined by an over‐reliance on individual, psycho‐pathologised understandings of ‘bullying’ and a reluctance to examine contextual and socio‐cultural mechanisms of power. Poststructural feminist approaches offer an alternative view of gendered violence and its responses—one that focuses on the meanings that individuals and groups constitute through discourse around gender, violence and ‘bullying’. This article examines focus group data from teachers and students from one Australian school that experienced a significant event of gendered violence referred to as ‘Kick a slut in the head day’. Results demonstrate that participants minimised or dismissed the ‘seriousness’ of this event through employing particular ‘discursive manoeuvres’ drawn from hegemonic discourses of ‘bullying’. Teachers utilised essentialist discourses to illustrate that the incident was ‘not bullying’, while students suggested that it was a ‘joke’ or that the girl/s were deserving of the treatment. These findings suggest that ‘discursive manoeuvres’ are a helpful indicator for understanding contextual resistance to addressing gendered violence.

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Section: Resultsmentioning

confidence: 97%

Section: Teacher and Student Non‐interventionsmentioning

confidence: 97%

‘It's not bullying’, ‘It's just a joke’: Teacher and student discursive manoeuvres around gendered violence

Rawlings

2019

British Educational Res J

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“…The second critique, that education risks limiting the contours of queer subjecthood through an over-reliance on narratives of vulnerability in relation to queer sexualities, has recently emerged as a critique held by several scholars including Marshall (2010), Airton (2013), Rasmussen et al (2015), Bryan (2017), andGreteman (2018). The basis of their critique lies in their sensitivity to the ambiguous, and potentially pathologising, effects of framing queer youth as inevitably 'at-risk', rather than as complex and multi-faceted human beings.…”

Section: Why Is Engaging With Queer Theologies Potentially Valuable F...mentioning

confidence: 99%

‘Why? And how?’ Translating queer theologies of sex education

Henry

2020

Sex Education

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This paper engages with two overarching questions: why is engaging with queer theologies potentially valuable for sex education, and how can we carry out this kind of work without rendering sex education an expression of queer theological commitment? In responding to the first of these questions, I argue that working with queer theologies can offer sex education researchers another way of thinking about, and with, theology -one that resists positioning theology as inevitably heteronormative through its attention to the body, embraces the multiple possibilities of queer subjecthood, and attends to the importance of context in understanding how heteronormativity is both reproduced and resisted. Following this, I turn to the second question animating this paper, suggesting that if we are to avoid sex education sliding into an inevitable expression of queer theological commitment, what is needed is a methodology for the translation for sex education research, in which queer theologies can 'meet' with sex education without at the same time 'merging' with it. I demonstrate how this might be enacted through the symbol of the 'Abrahamic threesome', a queer symbolic device of my own design.

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“…La homofobia fue el primero de una serie de fenómenos sociales relacionados a la denominada diversidad sexual estudiados durante las últimas cuatro décadas, junto a la lesbofobia y transfobia [22][23][24] . La introducción del término homofobia por parte del Psicólogo George Weinberg durante la década de 1960 desafió el pensamiento tradicional sobre la homosexualidad y ayudó a centrar la atención de la sociedad cuestionando la normalización del estigma antigay.…”

Section: Utilización Del Concepto Fobia En El Contexto Socio-culturalunclassified

Consideraciones culturales y etimológicas sobre el origen del concepto fobos y su utilización en el contexto clínico y social

Ayala

2020

Rev. méd. Chile

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Cultural and etymological considerations on the origin of the phobos concept and its use in the clinical and social context The concept of phobia, coming from the Hellenic language, is today widely spread. However, its clinical and social use has significant differences that distort it and induce an erroneous interpretation. Originally associated with fear, it has now become related to hatred. To illustrate this misunderstanding, the case of homophobia is presented. This paper reviews the etymology of the term and its subsequent inclusion in the clinical and social area. With Greek language as parameter, this article proposes terms that describe in a correct and accurate way what is meant to be expressed. The correct use of language is the best manner to investigate, understand and deal with this phenomenon.

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Homophobia, transphobia, young people and the question of responsibility

Cited by 18 publications

References 14 publications

‘It's not bullying’, ‘It's just a joke’: Teacher and student discursive manoeuvres around gendered violence

‘It's not bullying’, ‘It's just a joke’: Teacher and student discursive manoeuvres around gendered violence

‘Why? And how?’ Translating queer theologies of sex education

Consideraciones culturales y etimológicas sobre el origen del concepto fobos y su utilización en el contexto clínico y social

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