Sexual citizenship is a powerful concept associated with debates about recognition and exclusion,... more Sexual citizenship is a powerful concept associated with debates about recognition and exclusion, agency, respect and accountability. For young people in general and for gender and sexually diverse youth in particular, these debates are entangled with broader imaginings of social transitions: from ‘child’ to ‘adult’and from ‘unreasonable subject’ to one ‘who can consent’. This international and interdisciplinary collection identifies and locates struggles for recognition and inclusion in particular contexts and at particular moments in time, recognising that sexual and gender diverse young people are neither entirely vulnerable nor self-reliant
Continuum: Journal of Media & Cultural Studies, Feb 7, 2017
Abstract In this paper, we examine some of the ways in which different approaches to the idea of ... more Abstract In this paper, we examine some of the ways in which different approaches to the idea of progress emerge alongside competing temporalities of sexual and gender diversity and belonging in the context of public debates and discussions on the Safe Schools Coalition review (February 2016). The public debates provided an important point-of-focus for understanding the contemporary setting of support for minorities in relation to cultural belonging and inclusivity in educational settings. The paper discusses the relationship between progress and temporality in its historical setting within Australian LGBTQ political history. We investigate three angles in which progress has been articulated in the Safe Schools debates: (1) disruptions to support as political setback to progress; (2) the view that safe support is necessary for the progress of LGBTQ ‘vulnerable’ youth within ‘developmental stages’; (c) the framing by conservative commentators that LGBTQ support curricula is a form of ‘progressive politics’ that undoes normative histories of neoliberal and conservative progress. Making use of the public debates around the Safe Schools curriculum to critique some of the ways in which progress on minority belonging for younger persons helps open the fields of meaning for alternative kinds of belonging that are produced through alternative cultural histories of marginalized subjects.
This book engages contemporary debates about the notion of secularism outside of the field of edu... more This book engages contemporary debates about the notion of secularism outside of the field of education in order to consider how secularism shapes the formation of progressive sexuality education. Focusing on the US, Canada, Ireland, Aotearoa-New Zealand and Australia, this text considers the affinities, prejudices, and attachments of scholars who advocate secular worldviews in the context of sexuality education, and some of the consequences that ensue from these ways of seeing. This study identifies and interrogates how secularism infuses progressive sexuality education. It asks readers to consider their own investments in particular ways of thinking and researching in the field of sexuality education, and to think about how these investments have developed and how they shape existing discourses within the field of sexuality education. It hones in on how progressive sexuality education has come to develop in the way that it has, and how this relates to conceits of secularism. This ...
This article provides a queer theoretical reflection on the emergence of lesbian, gay, and queer ... more This article 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 organizational recognition have given shape to LGQ youth as categorical policy objects. To this end, this article critically interrogates social policy related to the provision of funding for LGQ youth support during the 1980s and 1990s in two Australian states: New South Wales and Western Australia. More specifically, it focuses on some of the ways in which LGQ youth have been discursively shaped and materially supported in three different organizations, two of which continue to be strongly associated with support of LGQ youth in Australia. This study of the emergence of these organizations, 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 the necessity for situating policy recognitions within specific contexts to examine the implications for LGQ youth as the subjects such recognitions simultaneously seek to constitute and serve.
Non-normative genders and sexualities are often framed in research and popular discourse in terms... more Non-normative genders and sexualities are often framed in research and popular discourse in terms of difference. This descriptor not only signals their departure from social norms, it also promotes the assumption that people who do not identify with traditional binary categories perceive themselves as different, and that their gender or sexuality is the core reason for this. This notion of difference seems particularly ripe for interrogation at a time when traditional categories of gender and sexuality are being disrupted by a burgeoning catalogue of non-binary and hyper-specific identity labels among young people on social network sites and elsewhere. What are we to make of difference in this emergent landscape? We explore this question, drawing on findings from a recent qualitative study of two social generations of Australians who do not identify heteronormatively. Our analysis suggests that the notion of sexuality and gender difference as a coherent basis for identity was far from straightforward in either generation, even though difference figured in notably divergent ways in the two groups. We consider what these tensions around difference might mean for the contemporary politics of gender and sexual identity categories.
The use of general descriptive names, registered names, trademarks, service marks, etc. in this p... more The use of general descriptive names, registered names, trademarks, service marks, etc. in this publication does not imply, even in the absence of a specific statement, that such names are exempt from the relevant protective laws and regulations and therefore free for general use.
International Journal of Sport Policy and Politics, 2022
ABSTRACT Employing Nikki Sullivan’s notion of somatechnics, this article looks at the bodies of w... more ABSTRACT Employing Nikki Sullivan’s notion of somatechnics, this article looks at the bodies of women athletes as sites of embodied subjectivity and considers how they are marked in medical discourses produced by significant cultural entities such as sporting governing bodies and their medical experts involved in the management and treatment of women athletes born with particular intersex variations. Somatechnics is understood in this paper as co-constitutive by developing understanding of how bodies are seen and produced in ways that are always already intertwined. To do this, we draw on two interviews with Dr Patrick Schamasch, the former Medical and Scientific Director of the International Olympic Committee and Dr Hermina Schneider, a Sports Medicine Expert of a European National Olympic Committee and their unique, unreported, and unofficial discourses and actions concerning contemporary eligibility regulations/tests in women’s sport. Building on the notion of somatechnics, our, focus is on developing understanding of the regulation of the corporeality of women athletes. Our aim is not to elucidate the truth of such regulations, but to contribute to an understanding of how modificatory practices aimed at women athletes endure, and the rationales governing the thinking behind those who are the authors of eligibility regulations for the female classification.
Purpose– The purpose of this paper is to attempt to theorise difference as encountered by a team ... more Purpose– The purpose of this paper is to attempt to theorise difference as encountered by a team of six diverse researchers interested in addressing cultural and religious diversity in sexuality education. Drawing Todd's (2003, 2011a, b) concepts of “the crossroads”, “becoming present” and “relationality” in conversation with Barad's (2003, 2007, 2012) ideas around relationality and intra-activity, the paper explores how “difference” in team research might be re-conceptualised. The aim is to theorise difference, differently from Other methodological literature around collaborative research. Typically, this work highlights markers of difference based on researcher identity (such as gender and ethnicity) as the source of difference in research teams, and examines how these differences are worked through. The aim of this paper is not to resolve difference, but understand it as occurring in the relational process of researchers becoming present to each other. Difference that is not understood as the product of the individual (Barad, 2012), may engender an orientation to ethical relationality, whereby research teams might hold in tension a conversation between the individual and the collective.Design/methodology/approach– This paper is philosophical and methodological. It draws on conceptual understandings from feminist educational philosophy and new materialisms. Findings are based on empirical experiences of a team of researchers exploring cultural and religious difference in sexuality education. Its aim is to re-think the ontology of “difference” as conventionally understood in qualitative methodological literature around team research.Findings– The contribution to conceptualising difference in research teams is to apply Todd's (2011a) theoretical work around “becoming”, “relationality” and the “crossroads” and further delineate it with Barad's (2012) concept of intra-activity. Combining these theorist's ideas the paper offers a conceptualisation of difference that is not the product of individual researcher identities that manifests at the point of collision with (an)other identity. Rather, difference becomes intra-actively in meeting at the crossroads where the “who” is formed. The author argues it is a configuration that cannot be known in advance, and that blurs individuals (and contingent identities) in its uniqueness.Practical implications– Although conceptual in nature, this paper can be seen as having implications for working with difference in research teams. Drawing on Todd (2003, 2011a) what becomes important in attending to difference in research teams is being openly receptive to the Other. For instance, that the differences of perspective in relation to a research project are not melted into consensus, but that the singularities are always held in relation to each-other.Originality/value– This paper takes new and emerging ideas in educational philosophy and new materialisms around relationality and applies them to a re-thinking of “difference” in qualitative methodological literature. The result is to offer a new ontology of “difference” as experienced by members of a qualitative research team. It also brings the work of Barad and Todd into conversation for the first time, in order to think ethically about how researchers might work with difference.
Confero: Essays on Education, Philosophy and Politics, Jun 18, 2013
y focus in this article is on the topic of homophobia and its place in the sexuality education cl... more y focus in this article is on the topic of homophobia and its place in the sexuality education classroom in Australia and the United States (US). This paper draws on research in anthropology 1 law 2 and, on studies of gender and sexuality 3 in an attempt to complicate predominantly psychological understandings of homophobia that may underscore the popular use of scales to measure homophobic attitudes in pre-service and in-service teachers. These interdisciplinary approaches to homophobia provide the basis for
... The editors' decision to invite Kevin Jennings to write the foreword to Queering... more ... The editors' decision to invite Kevin Jennings to write the foreword to Queering Elementary Education reinforces the text's practical orientation. ... Gigi Kaeser (Queering Elementary Education) writes about her experiences of the Love Makes a Family exhibit, a simple but incredibly ...
The Palgrave Handbook of Sexuality Education draws together a vibrant collection of writings from... more The Palgrave Handbook of Sexuality Education draws together a vibrant collection of writings from around the globe that highlight key debates and signal new developments in the field of critical sexuality education studies (Plummer 2008). A volume of over 900 pages and 32 contributions, involving 56 sexuality researchers, it is one of the first handbooks to attempt such an international overview focused specifically on sexuality education. Our aim has been to assemble contributions from a range of disciplinary fields, across a wide breadth of regional, national, and transnational contexts. We have sought to offer diverse and compelling accounts of how sexuality education is conceptualised, practised, politicised, regulated, struggled over, reconfigured, and hoped for. Imperative to this delineation of the field has been capturing the pulsating richness of the landscape of sexuality education research internationally.The handbook is structured into four parts, curated by leading scholars in the field of critical sexualities studies. The handbook is structured into four parts, curated by leading scholars in the field of critical sexualities studies; Global Assemblages of Sexuality Education (Part I), Sexual Cultures, Entertainment Media and Communication Technologies (Part II), Sexualities Education in Schools (Part II) and Re-animating what else sexuality education research can do, be and become (Part IV). Importantly, this handbook does not equate sexuality education with safer sex education; such an approach narrows the scope of the field. Instead, this text critically delineates the field to date, while sketching innovative conceptual and pedagogical possibilities for the future.
ABSTRACT This article explores the potential of queering as a mode of critique by problematising ... more ABSTRACT This article explores the potential of queering as a mode of critique by problematising the ways in which liberal politics of race shape normative understandings of health in a high school classroom. Drawing on findings from an Australian and New Zealand (NZ) research project designed to respond to religious and cultural difference in school-based sexuality education programmes, we critically queer how the Māori concept of hauora is deployed in the intended and operational NZ Health curriculum to shape the raced subject. Despite the best intentions of curriculum developers and classroom teachers to utilise Māori ways of knowing to meet their obligations within a bicultural nation, we argue that the notion of hauora is domesticated by being aligned with normalising individualistic notions of well-being that reflect the Eurocentric neoliberal individual enterprise subject. Palatable notions of Māori epistemologies as cultural artefacts and iconography drive that ‘inclusion’. The ‘cunning politic’ of (bicultural) recognition legitimates Māori ways of knowing in ways which privilege whiteness – reproducing rather than disrupting networks of power and dumbing down Māori epistemologies.
Journal of Beliefs & Values-studies in Religion & Education, Dec 9, 2019
Australia is a culturally, religiously and linguistically diverse country, however, learning abou... more Australia is a culturally, religiously and linguistically diverse country, however, learning about the religious dimensions of this superdiversity is inadequately reflected in the national school curriculum, notwithstanding recent attempts to address this at the state level in Victoria. Debates regarding the role of religion in school have raged across the country for decades and have impeded the introduction of learning about diverse worldviews and religions, and even research on this topic. Competing views of Australia's national identity, as a multifaith and/or secular and/or Christian nation continue to affect both policy and curriculum in Australia, and thereby the level of religious literacy of its citizens. Using data from a national study of young Australians and their worldviews, this research investigates levels of religious literacy and appreciation of religious diversity of 'Generation Z' Australians, for whom superdiversity is the norm. In doing so, it concludes that Australian curricula must evolve to include more content on diverse worldviews and better reflect the lived experiences of younger generations. This would in turn increase religious literacy and interreligious understanding in Australia. This study may also be instructive for those countries grappling to adjust to similar demographic and societal changes, challenges and opportunities.
Sexual citizenship is a powerful concept associated with debates about recognition and exclusion,... more Sexual citizenship is a powerful concept associated with debates about recognition and exclusion, agency, respect and accountability. For young people in general and for gender and sexually diverse youth in particular, these debates are entangled with broader imaginings of social transitions: from ‘child’ to ‘adult’and from ‘unreasonable subject’ to one ‘who can consent’. This international and interdisciplinary collection identifies and locates struggles for recognition and inclusion in particular contexts and at particular moments in time, recognising that sexual and gender diverse young people are neither entirely vulnerable nor self-reliant
Continuum: Journal of Media & Cultural Studies, Feb 7, 2017
Abstract In this paper, we examine some of the ways in which different approaches to the idea of ... more Abstract In this paper, we examine some of the ways in which different approaches to the idea of progress emerge alongside competing temporalities of sexual and gender diversity and belonging in the context of public debates and discussions on the Safe Schools Coalition review (February 2016). The public debates provided an important point-of-focus for understanding the contemporary setting of support for minorities in relation to cultural belonging and inclusivity in educational settings. The paper discusses the relationship between progress and temporality in its historical setting within Australian LGBTQ political history. We investigate three angles in which progress has been articulated in the Safe Schools debates: (1) disruptions to support as political setback to progress; (2) the view that safe support is necessary for the progress of LGBTQ ‘vulnerable’ youth within ‘developmental stages’; (c) the framing by conservative commentators that LGBTQ support curricula is a form of ‘progressive politics’ that undoes normative histories of neoliberal and conservative progress. Making use of the public debates around the Safe Schools curriculum to critique some of the ways in which progress on minority belonging for younger persons helps open the fields of meaning for alternative kinds of belonging that are produced through alternative cultural histories of marginalized subjects.
This book engages contemporary debates about the notion of secularism outside of the field of edu... more This book engages contemporary debates about the notion of secularism outside of the field of education in order to consider how secularism shapes the formation of progressive sexuality education. Focusing on the US, Canada, Ireland, Aotearoa-New Zealand and Australia, this text considers the affinities, prejudices, and attachments of scholars who advocate secular worldviews in the context of sexuality education, and some of the consequences that ensue from these ways of seeing. This study identifies and interrogates how secularism infuses progressive sexuality education. It asks readers to consider their own investments in particular ways of thinking and researching in the field of sexuality education, and to think about how these investments have developed and how they shape existing discourses within the field of sexuality education. It hones in on how progressive sexuality education has come to develop in the way that it has, and how this relates to conceits of secularism. This ...
This article provides a queer theoretical reflection on the emergence of lesbian, gay, and queer ... more This article 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 organizational recognition have given shape to LGQ youth as categorical policy objects. To this end, this article critically interrogates social policy related to the provision of funding for LGQ youth support during the 1980s and 1990s in two Australian states: New South Wales and Western Australia. More specifically, it focuses on some of the ways in which LGQ youth have been discursively shaped and materially supported in three different organizations, two of which continue to be strongly associated with support of LGQ youth in Australia. This study of the emergence of these organizations, 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 the necessity for situating policy recognitions within specific contexts to examine the implications for LGQ youth as the subjects such recognitions simultaneously seek to constitute and serve.
Non-normative genders and sexualities are often framed in research and popular discourse in terms... more Non-normative genders and sexualities are often framed in research and popular discourse in terms of difference. This descriptor not only signals their departure from social norms, it also promotes the assumption that people who do not identify with traditional binary categories perceive themselves as different, and that their gender or sexuality is the core reason for this. This notion of difference seems particularly ripe for interrogation at a time when traditional categories of gender and sexuality are being disrupted by a burgeoning catalogue of non-binary and hyper-specific identity labels among young people on social network sites and elsewhere. What are we to make of difference in this emergent landscape? We explore this question, drawing on findings from a recent qualitative study of two social generations of Australians who do not identify heteronormatively. Our analysis suggests that the notion of sexuality and gender difference as a coherent basis for identity was far from straightforward in either generation, even though difference figured in notably divergent ways in the two groups. We consider what these tensions around difference might mean for the contemporary politics of gender and sexual identity categories.
The use of general descriptive names, registered names, trademarks, service marks, etc. in this p... more The use of general descriptive names, registered names, trademarks, service marks, etc. in this publication does not imply, even in the absence of a specific statement, that such names are exempt from the relevant protective laws and regulations and therefore free for general use.
International Journal of Sport Policy and Politics, 2022
ABSTRACT Employing Nikki Sullivan’s notion of somatechnics, this article looks at the bodies of w... more ABSTRACT Employing Nikki Sullivan’s notion of somatechnics, this article looks at the bodies of women athletes as sites of embodied subjectivity and considers how they are marked in medical discourses produced by significant cultural entities such as sporting governing bodies and their medical experts involved in the management and treatment of women athletes born with particular intersex variations. Somatechnics is understood in this paper as co-constitutive by developing understanding of how bodies are seen and produced in ways that are always already intertwined. To do this, we draw on two interviews with Dr Patrick Schamasch, the former Medical and Scientific Director of the International Olympic Committee and Dr Hermina Schneider, a Sports Medicine Expert of a European National Olympic Committee and their unique, unreported, and unofficial discourses and actions concerning contemporary eligibility regulations/tests in women’s sport. Building on the notion of somatechnics, our, focus is on developing understanding of the regulation of the corporeality of women athletes. Our aim is not to elucidate the truth of such regulations, but to contribute to an understanding of how modificatory practices aimed at women athletes endure, and the rationales governing the thinking behind those who are the authors of eligibility regulations for the female classification.
Purpose– The purpose of this paper is to attempt to theorise difference as encountered by a team ... more Purpose– The purpose of this paper is to attempt to theorise difference as encountered by a team of six diverse researchers interested in addressing cultural and religious diversity in sexuality education. Drawing Todd's (2003, 2011a, b) concepts of “the crossroads”, “becoming present” and “relationality” in conversation with Barad's (2003, 2007, 2012) ideas around relationality and intra-activity, the paper explores how “difference” in team research might be re-conceptualised. The aim is to theorise difference, differently from Other methodological literature around collaborative research. Typically, this work highlights markers of difference based on researcher identity (such as gender and ethnicity) as the source of difference in research teams, and examines how these differences are worked through. The aim of this paper is not to resolve difference, but understand it as occurring in the relational process of researchers becoming present to each other. Difference that is not understood as the product of the individual (Barad, 2012), may engender an orientation to ethical relationality, whereby research teams might hold in tension a conversation between the individual and the collective.Design/methodology/approach– This paper is philosophical and methodological. It draws on conceptual understandings from feminist educational philosophy and new materialisms. Findings are based on empirical experiences of a team of researchers exploring cultural and religious difference in sexuality education. Its aim is to re-think the ontology of “difference” as conventionally understood in qualitative methodological literature around team research.Findings– The contribution to conceptualising difference in research teams is to apply Todd's (2011a) theoretical work around “becoming”, “relationality” and the “crossroads” and further delineate it with Barad's (2012) concept of intra-activity. Combining these theorist's ideas the paper offers a conceptualisation of difference that is not the product of individual researcher identities that manifests at the point of collision with (an)other identity. Rather, difference becomes intra-actively in meeting at the crossroads where the “who” is formed. The author argues it is a configuration that cannot be known in advance, and that blurs individuals (and contingent identities) in its uniqueness.Practical implications– Although conceptual in nature, this paper can be seen as having implications for working with difference in research teams. Drawing on Todd (2003, 2011a) what becomes important in attending to difference in research teams is being openly receptive to the Other. For instance, that the differences of perspective in relation to a research project are not melted into consensus, but that the singularities are always held in relation to each-other.Originality/value– This paper takes new and emerging ideas in educational philosophy and new materialisms around relationality and applies them to a re-thinking of “difference” in qualitative methodological literature. The result is to offer a new ontology of “difference” as experienced by members of a qualitative research team. It also brings the work of Barad and Todd into conversation for the first time, in order to think ethically about how researchers might work with difference.
Confero: Essays on Education, Philosophy and Politics, Jun 18, 2013
y focus in this article is on the topic of homophobia and its place in the sexuality education cl... more y focus in this article is on the topic of homophobia and its place in the sexuality education classroom in Australia and the United States (US). This paper draws on research in anthropology 1 law 2 and, on studies of gender and sexuality 3 in an attempt to complicate predominantly psychological understandings of homophobia that may underscore the popular use of scales to measure homophobic attitudes in pre-service and in-service teachers. These interdisciplinary approaches to homophobia provide the basis for
... The editors' decision to invite Kevin Jennings to write the foreword to Queering... more ... The editors' decision to invite Kevin Jennings to write the foreword to Queering Elementary Education reinforces the text's practical orientation. ... Gigi Kaeser (Queering Elementary Education) writes about her experiences of the Love Makes a Family exhibit, a simple but incredibly ...
The Palgrave Handbook of Sexuality Education draws together a vibrant collection of writings from... more The Palgrave Handbook of Sexuality Education draws together a vibrant collection of writings from around the globe that highlight key debates and signal new developments in the field of critical sexuality education studies (Plummer 2008). A volume of over 900 pages and 32 contributions, involving 56 sexuality researchers, it is one of the first handbooks to attempt such an international overview focused specifically on sexuality education. Our aim has been to assemble contributions from a range of disciplinary fields, across a wide breadth of regional, national, and transnational contexts. We have sought to offer diverse and compelling accounts of how sexuality education is conceptualised, practised, politicised, regulated, struggled over, reconfigured, and hoped for. Imperative to this delineation of the field has been capturing the pulsating richness of the landscape of sexuality education research internationally.The handbook is structured into four parts, curated by leading scholars in the field of critical sexualities studies. The handbook is structured into four parts, curated by leading scholars in the field of critical sexualities studies; Global Assemblages of Sexuality Education (Part I), Sexual Cultures, Entertainment Media and Communication Technologies (Part II), Sexualities Education in Schools (Part II) and Re-animating what else sexuality education research can do, be and become (Part IV). Importantly, this handbook does not equate sexuality education with safer sex education; such an approach narrows the scope of the field. Instead, this text critically delineates the field to date, while sketching innovative conceptual and pedagogical possibilities for the future.
ABSTRACT This article explores the potential of queering as a mode of critique by problematising ... more ABSTRACT This article explores the potential of queering as a mode of critique by problematising the ways in which liberal politics of race shape normative understandings of health in a high school classroom. Drawing on findings from an Australian and New Zealand (NZ) research project designed to respond to religious and cultural difference in school-based sexuality education programmes, we critically queer how the Māori concept of hauora is deployed in the intended and operational NZ Health curriculum to shape the raced subject. Despite the best intentions of curriculum developers and classroom teachers to utilise Māori ways of knowing to meet their obligations within a bicultural nation, we argue that the notion of hauora is domesticated by being aligned with normalising individualistic notions of well-being that reflect the Eurocentric neoliberal individual enterprise subject. Palatable notions of Māori epistemologies as cultural artefacts and iconography drive that ‘inclusion’. The ‘cunning politic’ of (bicultural) recognition legitimates Māori ways of knowing in ways which privilege whiteness – reproducing rather than disrupting networks of power and dumbing down Māori epistemologies.
Journal of Beliefs & Values-studies in Religion & Education, Dec 9, 2019
Australia is a culturally, religiously and linguistically diverse country, however, learning abou... more Australia is a culturally, religiously and linguistically diverse country, however, learning about the religious dimensions of this superdiversity is inadequately reflected in the national school curriculum, notwithstanding recent attempts to address this at the state level in Victoria. Debates regarding the role of religion in school have raged across the country for decades and have impeded the introduction of learning about diverse worldviews and religions, and even research on this topic. Competing views of Australia's national identity, as a multifaith and/or secular and/or Christian nation continue to affect both policy and curriculum in Australia, and thereby the level of religious literacy of its citizens. Using data from a national study of young Australians and their worldviews, this research investigates levels of religious literacy and appreciation of religious diversity of 'Generation Z' Australians, for whom superdiversity is the norm. In doing so, it concludes that Australian curricula must evolve to include more content on diverse worldviews and better reflect the lived experiences of younger generations. This would in turn increase religious literacy and interreligious understanding in Australia. This study may also be instructive for those countries grappling to adjust to similar demographic and societal changes, challenges and opportunities.
Bent Street is an annual publication of Australian LGBTIQA+ art, writing and ideas. We gather ess... more Bent Street is an annual publication of Australian LGBTIQA+ art, writing and ideas. We gather essays, fiction, poetry, artwork, reflections, letters, blog posts, interviews, performance writing and rants to bring you ‘The Year in Queer’. The first edition of Bent Street covers same-sex marriage in 2017, health and education, the meaning of queer history and progress; as well as presenting the queer imagination as it follows its own lights, digressions, yearnings, and strange associations.
Contributors
JOEL CREASEY
JILL JONES
GUY JAMES WHITWORTH
GENINE HOOK
TINA HEALY
APRIL WHITE
JEAN TAYLOR
ASHLEY SIEVWRIGHT
MANDY HENNINGHAM
TIFFANY JONES
DENNIS ALTMAN
STEVE R. E. PEREIRA
RENEE BENNETT
SIMON COPLAND
MARY LOU RASMUSSEN
QUINN EADES
ERROL BRAY
BLAIR ARCHBOLD
NIKKI SULLIVAN
CRAIG MIDDLETON
DANIEL MARSHALL
NADIA BAILEY
DOUG POLLARD
SALLY CONNING
BRIGITTE LEWIS
DANIEL WITTHAUS
MIRA SCHLOSBERG
CHRISTOPHER BRYANT
MICHAEL BERNARD KELLY
JESS JONES
RODNEY CROOME
...available from today at real world book shops like Hares and Hyenas, or online via Amazon, Barnes & Noble, and the Book Depository.
Pleasure and desire have been important components of the vision for sexuality education for over... more Pleasure and desire have been important components of the vision for sexuality education for over 20 years. This book argues that there has been a lack of scrutiny over the political motivations that underpin research supportive of pleasure and desire within comprehensive sexuality education. Key researchers in the field consider how discourses related to pleasure and desire have been taken up internationally. They argue that sexuality education is shaped by specific cultural and political contexts, and examine how these contexts have shaped the development of pleasure’s inclusion in such programs. This volume incites a re-configuration of thought regarding sexuality education’s approach to pleasure and desire.
Uploads
Papers by Mary Rasmussen
ISBN: (paperback) 9781925283167 | ISBN: (ebook) 9781925283174
Publication date: December 2017
Contributors
JOEL CREASEY
JILL JONES
GUY JAMES WHITWORTH
GENINE HOOK
TINA HEALY
APRIL WHITE
JEAN TAYLOR
ASHLEY SIEVWRIGHT
MANDY HENNINGHAM
TIFFANY JONES
DENNIS ALTMAN
STEVE R. E. PEREIRA
RENEE BENNETT
SIMON COPLAND
MARY LOU RASMUSSEN
QUINN EADES
ERROL BRAY
BLAIR ARCHBOLD
NIKKI SULLIVAN
CRAIG MIDDLETON
DANIEL MARSHALL
NADIA BAILEY
DOUG POLLARD
SALLY CONNING
BRIGITTE LEWIS
DANIEL WITTHAUS
MIRA SCHLOSBERG
CHRISTOPHER BRYANT
MICHAEL BERNARD KELLY
JESS JONES
RODNEY CROOME
...available from today at real world book shops like Hares and Hyenas, or online via Amazon, Barnes & Noble, and the Book Depository.