Via a wide range of case studies, this book examines new forms of resistance to social injustices in contemporary Western societies. Resistance requires agency, and agency is grounded in notions of the subject and subjectivity. How do people make sense of their subjectivity as they are constructed and reconstructed within relations of power? What kinds of subjectivities are needed to struggle against forms of dominance and claim recognition? The participants in the case studies are challenging forms of dominance and subordination grounded in class, race, culture, nationality, sexuality, religion, age, disability and other forms of social division. It is a premise of this book that new and/or reconstructed forms of subjectivity are required to challenge social relations of subordination and domination. Thus, the transformation of subjectivity as well as the restructuring of oppressive power relations is necessary to achieve social justice. By examining the construction of subjectivity of particular groups through an intersectional lens, the book aims to contribute to theoretical accounts of how subjects are constituted and how they can develop a critical distance from their positioning.

The first book of its kind internationally, Border Sexualities, Border Families in Schools explores the experiences of bisexual students, mixed sexual orientation families, and polyamorous families in schools. For the first time, a book foregrounds the voices and experiences of these students and families who are "falling into the gaps" or on the borders of a school's gay/straight divide in anti-homophobia policies and programs, and schools recognizing families as meaning either heterosexual couples, or, increasingly, homosexual couples. Drawing from interviews and online research with students, parents, and teachers, as well as providing a comprehensive overview and analysis of international educational and health research, and media/popular cultural texts, this book addresses the following: * what are the problematic and/or empowering experiences and strategies of bisexual students, multisexual and polyamorous families in educational systems ? * what could schools be doing to promote healthy sexual, emotional and social relationships for bisexual students and multisexual/polyamorous families in school communities? * what recommendations/implementations do bisexual students and multisexual/polyamorous families suggest in regard to school curriculum, school policies, and student welfare in order to acknowledge and support family diversity in school communities? In particular, the research findings which are reported in this book show that "border sexualities" and "border families" use three types of strategies: * passing or normalization and assimilation in school settings; * bordering or negotiation and navigation between the private world of home and public world of school; and * polluting or non-compliance and resistance, thereby outing their sexualities and families within the school world. Within a social deconstructionist, multicultural, post-colonial, feminist, queer theoretical framework, this book spans health, education, sociology, psychology, gender, family, sexuality and cultural studies.

Framed by a comprehensive review of international research, literature, and film, this book is an intimate journey into the experiences and insights of 79 Australian women in relationships with bisexual men. It takes us into the daily lives, sexual intimacies, and families of MOREs (mixed-orientation relationships) that span the gamut from extremely oppressive experiences with bi-misogynist men to extremely liberating with bi-profeminist men. Aged 19 to 65, the women are in monogamous, open, and polyamorous relationships with bisexual-identifying and/or bisexual-behaving men. The women themselves are bisexual, lesbian, heterosexual, while others refuse to categorize their own sexualities. The book addresses the discovery or disclosure of the man's bisexuality, how the relationships work and where they flounder, how the partners negotiate and establish 'new rules' and boundaries to maintain their relationship, and the impact of class, rural/urban setting, ethnicity, indigeneity, race, religion, and education on these relationships. But this book isn't only about MOREs. The research, revelations and reflections in this book tell us much about current and shifting global constructions and understandings of intimate relationships, sexual desires and love, and the socio-cultural representations and labeling of genders and sexualities.

Via a wide range of case studies, this book examines new forms of resistance to social injustices in contemporary Western societies. Resistance requires agency, and agency is grounded in notions of the subject and subjectivity. How do people make sense of their subjectivity as they are constructed and reconstructed within relations of power? What kinds of subjectivities are needed to struggle against forms of dominance and claim recognition? The participants in the case studies are challenging forms of dominance and subordination grounded in class, race, culture, nationality, sexuality, religion, age, disability and other forms of social division. It is a premise of this book that new and/or reconstructed forms of subjectivity are required to challenge social relations of subordination and domination. Thus, the transformation of subjectivity as well as the restructuring of oppressive power relations is necessary to achieve social justice. By examining the construction of subjectivity of particular groups through an intersectional lens, the book aims to contribute to theoretical accounts of how subjects are constituted and how they can develop a critical distance from their positioning.

The first book of its kind internationally, Border Sexualities, Border Families in Schools explores the experiences of bisexual students, mixed sexual orientation families, and polyamorous families in schools. For the first time, a book foregrounds the voices and experiences of these students and families who are "falling into the gaps" or on the borders of a school's gay/straight divide in anti-homophobia policies and programs, and schools recognizing families as meaning either heterosexual couples, or, increasingly, homosexual couples. Drawing from interviews and online research with students, parents, and teachers, as well as providing a comprehensive overview and analysis of international educational and health research, and media/popular cultural texts, this book addresses the following: * what are the problematic and/or empowering experiences and strategies of bisexual students, multisexual and polyamorous families in educational systems ? * what could schools be doing to promote healthy sexual, emotional and social relationships for bisexual students and multisexual/polyamorous families in school communities? * what recommendations/implementations do bisexual students and multisexual/polyamorous families suggest in regard to school curriculum, school policies, and student welfare in order to acknowledge and support family diversity in school communities? In particular, the research findings which are reported in this book show that "border sexualities" and "border families" use three types of strategies: * passing or normalization and assimilation in school settings; * bordering or negotiation and navigation between the private world of home and public world of school; and * polluting or non-compliance and resistance, thereby outing their sexualities and families within the school world. Within a social deconstructionist, multicultural, post-colonial, feminist, queer theoretical framework, this book spans health, education, sociology, psychology, gender, family, sexuality and cultural studies.

Although many schools and educational systems, from elementary to tertiary level, state that they endorse anti-homophobic policies, pedagogies and programs, there appears to be an absence of education about, and affirmation of, bisexuality and minimal specific attention paid to bi-phobia. Bisexuality appears to be falling into the gap between the binary of heterosexuality and homosexuality that informs anti-homophobic policies, programs, and practices in schools initiatives such as health education, sexuality education, and student welfare. These erasures and exclusions leave bisexual students, family members and educators feeling silenced and invisibilized within school communities. Also absent is attention to intersectionality, or how indigeneity, gender, class, ethnicity, rurality and age interweave with bisexuality. Indeed, as much research has shown, erasure, exclusion, and the absence of intersectionality have been considered major factors in bisexual young people, family members and educators in school communities experiencing worse mental, emotional, sexual and social health than their homosexual or heterosexual counterparts. This book is the first of its kind, providing an international collection of empirical research, theory and critical analysis of existing educational resources relating to bisexuality in education. Each chapter addresses three significant issues in relation to bisexuality and schooling: erasure, exclusion, and the absence of intersectionality. From indigenous to rural schools, from tertiary campuses to elementary schools, from films to picture books as curriculum resources, from educational theory to the health and wellbeing of bisexual students, this book's contributors share their experiences, expertise and ongoing questions. This book was originally published as a special issue of the Journal of Bisexuality.

Although many schools and educational systems, from elementary to tertiary level, state that they endorse anti-homophobic policies, pedagogies and programs, there appears to be an absence of education about, and affirmation of, bisexuality and minimal specific attention paid to bi-phobia. Bisexuality appears to be falling into the gap between the binary of heterosexuality and homosexuality that informs anti-homophobic policies, programs, and practices in schools initiatives such as health education, sexuality education, and student welfare. These erasures and exclusions leave bisexual students, family members and educators feeling silenced and invisibilized within school communities. Also absent is attention to intersectionality, or how indigeneity, gender, class, ethnicity, rurality and age interweave with bisexuality. Indeed, as much research has shown, erasure, exclusion, and the absence of intersectionality have been considered major factors in bisexual young people, family members and educators in school communities experiencing worse mental, emotional, sexual and social health than their homosexual or heterosexual counterparts. This book is the first of its kind, providing an international collection of empirical research, theory and critical analysis of existing educational resources relating to bisexuality in education. Each chapter addresses three significant issues in relation to bisexuality and schooling: erasure, exclusion, and the absence of intersectionality. From indigenous to rural schools, from tertiary campuses to elementary schools, from films to picture books as curriculum resources, from educational theory to the health and wellbeing of bisexual students, this book's contributors share their experiences, expertise and ongoing questions. This book was originally published as a special issue of the Journal of Bisexuality.

This book provides an original insight into how families of origin of Gay, Lesbian, Bisexual and Transgender (GLBT) people are involved in negotiating meanings and experiences of sexuality and intimacy, an underexplored dimension of queer family life. Delving into the perspectives of families of origin and showing the complexity and heterogeneity of the ways people with their different gender and sexual identities "do" families across generations, it contributes to querying the very distinction between families of origin and families of choice, and questions the (hetero)normative assumptions about forms and boundaries of family this distinction rests upon. A focus on marginal contexts, such as Southern Europe, and on marginal subjects, like bisexuals or black lesbians, is proposed as a way to challenge the universality of privileged narratives within heteronormativity, homonormativity and anglocentrism, and to reveal unexpected resources families of origin mobilise to make sense of GLBT identities and lived experiences. The book poses a crucial question: how can alliances along family ties develop on the basis of shared stories of family diversity and marginalised identities, rather than of loving (and normative) support to GLBT people in need and an advocacy in their name from a position of heterosexual privilege? This book was originally published in Journal of GLBT Family Studies.

Framed by a comprehensive review of international research, literature, and film, this book is an intimate journey into the experiences and insights of 79 Australian women in relationships with bisexual men. It takes us into the daily lives, sexual intimacies, and families of MOREs (mixed-orientation relationships) that span the gamut from extremely oppressive experiences with bi-misogynist men to extremely liberating with bi-profeminist men. Aged 19 to 65, the women are in monogamous, open, and polyamorous relationships with bisexual-identifying and/or bisexual-behaving men. The women themselves are bisexual, lesbian, heterosexual, while others refuse to categorize their own sexualities. The book addresses the discovery or disclosure of the man's bisexuality, how the relationships work and where they flounder, how the partners negotiate and establish 'new rules' and boundaries to maintain their relationship, and the impact of class, rural/urban setting, ethnicity, indigeneity, race, religion, and education on these relationships. But this book isn't only about MOREs. The research, revelations and reflections in this book tell us much about current and shifting global constructions and understandings of intimate relationships, sexual desires and love, and the socio-cultural representations and labeling of genders and sexualities.