Manifestations of Heterosexism in Icelandic Upper Secondary Schools and the Responses of LGBT Students

Kjaran, Jón Ingvar; Jóhannesson, Ingólfur Ásgeir

doi:10.1080/19361653.2013.824373

Cited by 29 publications

(14 citation statements)

References 20 publications

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“…We wrote several stories, revisited other articles we had written or coauthored with other researchers to see if the narratives told there could be reinterpreted (e.g. Kjaran and Jóhannesson 2013;Kjaran and Kristinsdóttir in press). In the end, we decided to tell three main stories: one in particular because it portrays examples of a hegemonic culture of the 'informal school' at Hilly, and the other two of spaces which we believe are either being queered by some of their inhabitants (three classroom types in Hilly) or we thought we could state that they had elements of being heterotopic counter-publics (communal spaces at Forest).…”

Section: Data and Analysismentioning

confidence: 98%

Inclusion, exclusion and the queering of spaces in two Icelandic upper secondary schools

Kjaran

Jóhannesson

2014

Ethnography and Education

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The concept of space is gaining increased attention in studies of sexuality and gender, not least those focusing on heterosexism and heteronormativity. Such studies have demonstrated that space is sexualised, gendered and actively produced. In this article, we present the findings from an ethnographic study of two Icelandic upper secondary schools. One is a traditional academic school in Reykjavík (the capital city) and the other is a mixture of a vocational and an academic school, located in a small urban community in the northern part of the country. In addition to the ethnographic component of the research, five former and current lesbian, gay, bisexual and transgender (LGBT) students from the two schools were interviewed. We describe how different spaces are constructed through the discourse of heterosexuality and hegemonic gender performances. In doing so, we focus on the processes of inclusion, exclusion and queering of different spaces, and the interplay of these processes in constructing sexuality and gender. The findings indicate that the spaces observed, which are depicted in this article as three stories, included and excluded both LGBT students and other students who did not conform to the dominant norms. These same spaces were also a platform for various queering activities, where alternative discourses could be established and even disturb the dominant discourse of heterosexuality and normativity, whether in terms of gender performances or bodily appearances.

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Section: Data and Analysismentioning

confidence: 98%

Inclusion, exclusion and the queering of spaces in two Icelandic upper secondary schools

Kjaran

Jóhannesson

2014

Ethnography and Education

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“…A dominant discourse on gender equity is strong in the Nordic welfare states, with reference to equality of opportunity and equity in education regardless of gender. In the discourse on gender equity and marginalisation, the publications we analyse address two specific topics: gender segregation in vocational training (Lahelma et al, 2014;Lappalainen et al, 2013) and the marginalisation of sexual minorities based on heteronormativity (Kjaran & Jóhannesson, 2013;Lehtonen, 2016). Despite longstanding policies for gender equity in the Nordic welfare states, a gendered labour market still exists (Brunila & Edström, 2013;Lehtonen, 2016).…”

Section: A Discourse On Gender Equity and Marginalisationmentioning

confidence: 99%

“…Some find ways to fit the norm (Lehtonen, 2016). Others avoid potentially homophobic/transphobic educational opportunities (Kjaran & Kristinsdóttir, 2015;Lehtonen, 2016) by trying to create their own queer space (Kjaran & Jóhannesson, 2013).…”

Section: A Discourse On Gender Equity and Marginalisationmentioning

confidence: 99%

Nordic discourses on marginalisation through education

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The purpose of this article is analysis of discursive marginalisation through education in Nordic welfare states. What knowledge do Nordic research discourses produce about marginalisation through education in Nordic welfare states? What are the Nordic contributions to research discourses on marginalisation through education? We apply a discourse theoretical approach and analyse 109 peer-reviewed publications on marginalisation by the Nordic Centre of Excellence "Justice through education in the Nordic countries" (NCoE JustEd) between 2013 and 2017. The publications are from Finland, Sweden, Norway and Iceland. Four critical Nordic research discourses reconceptualise marginalisation in relation to dominant educational discourses on marketisation, Eurocentrism, gender equity and ableism. These Nordic research discourses document discursive effects of the dominant, normalising discourses in terms of stigma, segregation and exclusion of poor, working-class students, non-white and immigrant students and descendants of immigrants, as well as sexual minorities and disabled students. Based on ethical, epistemological and methodological considerations, the critical Nordic research discourses produce knowledge about marginalisation as a relational, intersectional and interdiscursive phenomenon. The critical Nordic research discourses de-and reconstruct knowledge about marginalisation in Nordic welfare states.

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“…The heterosexism, heteronormativity and hostility experienced by many queer learners in Icelandic and South African (SA) schools are well documented. Many studies highlight how school peers, teachers and school managers enforce heteronormative practices and homophobia which contribute to a hostile school climate, for queer and questioning learners (Bhana, 2012; Kjaran, 2017; Kjaran & Jóhannesson, 2013; Msibi, 2012).…”

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confidence: 99%

Troubling the discourse of the victimization of queer youth in Icelandic and South African education

Francis

Kjaran

2020

Feminism & Psychology

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The homophobia and hostility experienced by queer learners in Icelandic and South African schools are well documented. Drawing on in-depth interviews with queer youth (16–19 years) in Iceland and South Africa, this paper aims at understanding how queer youth navigate heterosexist and homophobic school spaces and create some positive spaces. The findings highlight that queer youth employ various social and discursive strategies to (re)position themselves as agentic subjects. They counter heteronormativity by drawing on what we define in this paper as “queer capital”, which entails deploying various social and discursive strategies to establish some kind of distinction within the school and in their interaction with peers. Humour, parody, and active resistance, as well as finding ways to escape the regulatory mechanisms of gender, and relating easily to both genders, are examples of the social/discursive strategies employed by our participants and discussed in the paper. The paper then concludes with implications for research with queer youth.

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Manifestations of Heterosexism in Icelandic Upper Secondary Schools and the Responses of LGBT Students

Cited by 29 publications

References 20 publications

Inclusion, exclusion and the queering of spaces in two Icelandic upper secondary schools

Inclusion, exclusion and the queering of spaces in two Icelandic upper secondary schools

Nordic discourses on marginalisation through education

Troubling the discourse of the victimization of queer youth in Icelandic and South African education

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