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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.
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.
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.
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