Relationally Queer explores diverse intimate relationship styles and the connections with self for clinicians interested in gender, sex and relationship diversity. Offering readers a more inclusive and queer-friendly way of thinking about relationships, the book covers a range of topics that include intersectionality, consensual non-monogamy, working with shame, intimate partner violence, religious identities, and living with HIV. Exploring beyond a Eurocentric perspective, the book features a chapter on African-centred therapy and also includes the relationships of often erased populations such as bisexual people, sex workers, people with chronic health issues and trans people. The book will help psychosexual and relationship therapists, counsellors and psychologists who work with clients of diverse genders, sexualities and relationships.
A Queer History of Adolescence reveals categories of age--and adolescence, specifically--as an undeniable and essential mechanism in the production of difference itself. Drawing from a dynamic and varied archive, including British and American newspapers, medical papers and pamphlets, and adolescent and children's literature circulating on both sides of the Atlantic, Gabrielle Owen argues that adolescence has a logic, a way of thinking, that emerges over the course of the nineteenth century and that survives in various forms to this day. This logic makes the idea of adolescence possible and naturalizes our historically specific ways of conceptualizing time, development, social hierarchy, and the self. Rich in intersectional analysis, this book offers a multifaceted and historicized theory for categories of age that challenges existing methodologies for studying the people called children and adolescents. Rather than offering critique as an end in and of itself, A Queer History of Adolescence imagines the world-making possibilities that critique enables and, in so doing, shines a necessary light on the question of relationality in the lived world. Owen exposes the profound presence of history in our current moment in order to transform the habits of mind shaping age relations, social hierarchy, and the politics of identity today.
Erotically Queer is a practice guide for clinicians, bringing together experts in their field with pioneering topics within GSRD (Gender, Sex and Relationship Diversity). Chapters cover an array of topics rarely covered in either clinical or popular literature including lesbian sex, queer menopause, bisexuality, the sex lives of asexuals, sexuality and transgender people, treating anodyspareunia, compulsive sexual behaviours and Chemsex. It also helps practitioners reflect on their biases regarding BDSM/Kink and understand more regarding non-pathologising practices with intersex people. The book aims to help all clinicians work more effectively with the Queer population, with the most contemporary sexological knowledge. Chapter 6 of this book is freely available as a downloadable Open Access PDF at http://www.taylorfrancis.com under a Creative Commons [Attribution-Non Commercial-No Derivatives (CC-BY-NC-ND)] 4.0 license.”
This volume examines and theorizes the oft-ignored phenomenon of male-to-female (MTF) crossdressing in early modern drama, prose, and poetry, inviting MTF crossdressing episodes to take a fuller place alongside instances of female-to-male crossdressing and boy actors’ crossdressing, which have long held the spotlight in early modern gender studies. The author argues that MTF crossdressing episodes are especially rich sources for socially-oriented readings of queer gender—that crossdressers’ genders are constructed and represented in relation to romantic partners, communities, and broader social structures like marriage, economy, and sexuality. Further, she argues that these relational representations show that the crossdresser and his/her allies often benefit financially, socially, and erotically from his/her queer gender presentation, a corrective to the dominant idea that queer gender has always been associated with shame, containment, and correction. By attending to these relational and beneficial representations of MTF crossdressers in early modern literature, the volume helps to make a larger space for queer, genderqueer, male-bodied and queer-feminine representations in our conversations about early modern gender and sexuality.
In The Ethics of Opting Out, Mari Ruti provides an accessible yet theoretically rigorous account of the ideological divisions that have animated queer theory during the last decade, paying particular attention to the field's rejection of dominant neoliberal narratives of success, cheerfulness, and self-actualization. More specifically, she focuses on queer negativity in the work of Lee Edelman, Jack Halberstam, and Lynne Huffer, and on the rhetoric of bad feelings found in the work of Sara Ahmed, Lauren Berlant, David Eng, Heather Love, and José Muñoz. Ruti highlights the ways in which queer theory's desire to opt out of normative society rewrites ethical theory and practice in genuinely innovative ways at the same time as she resists turning antinormativity into a new norm. This wide-ranging and thoughtful book maps the parameters of contemporary queer theory in order to rethink the foundational assumptions of the field.
Teaching Diversity Relationally: Engaging Emotions and Embracing Possibilities offers process-oriented guidance for negotiating the psychological and relational challenges inherent in teaching about race, privilege, and oppression. Grounded in the philosophy of Transformative Education and incorporating psychological theories, the authors present concrete strategies for effectively teaching diversity and social justice courses. The authors develop an intersectional social justice framework for Transformative Education that emphasizes five emotional-relational pillars of successful teaching for diversity: cultivating reflexivity and exploration of positionality; engaging emotions; fostering perspective taking and empathy; promoting community and relational learning; and encouraging agency and responsibility. They provide guidance on how to prepare for social justice education that fosters the growth of learners and educators by addressing intersecting levels of engagement—intrapsychic (within individual students and educators), relational (between students, between faculty and students), and group dynamic. Teaching Diversity Relationally follows the developmental arc of a diversity course across a semester, exploring how students respond as the course moves into deeper content material and more intense discussions. The authors describe the psychology behind these responses, and offer best practices for different points in the semester to facilitate learning, manage class dynamics, build connections among students, and prevent faculty burnout. Teaching Diversity Relationally addresses the teaching process in diversity courses. The authors' companion text, Unraveling Assumptions: A Primer for Understanding Oppression and Privilege provides the foundational content for university courses that can be expanded upon with a range of disciplines. Unraveling Assumptions offers an introductory exploration of power, privilege, and oppression as foundations of systems of inequality and examines complexities within meanings and lived experiences of race, ethnicity, gender, sexuality, disability, and social class.
Social work and relational theory have long been clinical comrades, given their shared goals and ideals. This close fit continues to be productive as client populations and their needs grow more diverse. Clinical Social Work Practice with Diverse Populations sorts through vital matters of race, ethnicity, sexuality, religion and social status--and addresses groups and issues often seen in practice but rarely encountered in print--with a profound understanding of the healing power of relational-based treatment. Case examples illustrate all stages of social work process, offering practice guidelines for working with members of diverse groups while emphasizing the uniqueness of every therapeutic dyad. The coverage recognizes the multiple relationships that comprise individuals' lives as well as the individuality that co-exists within group identity. And the contributors carefully show readers how to check themselves for biases and us-versus-them thinking and how to develop confidence along with clinical skills. Included in this first-of-its-kind text: · Practice technique and research support for relational therapy. · Whiteness: Deconstruction of a practice paradox. · Racial and ethnic diversity, including African American, Latino, Asian American, and Asian Indian clients. · Religious diversity: evangelical Christians, Muslim, and Orthodox Jewish clients. · Diversity of sexual identity: LGBT clients. · Diversity of life-altering experiences: combat veterans, reentry from incarceration, homelessness. · Plus: background chapters providing a framework for applying relational theory to social work. Bridging the knowledge gaps between the diversity literature and the practical literature, Relational Social Work Practice with Diverse Populations supplies clinical social work professionals, educators, and counselors with tools and concepts for effective, efficient practice.
This book reviews what the authors term advocacy research in literacy education-research that explicitly addresses issues of social justice, equity, and democracy with the distinct purpose of social transformation. It surveys what educational researchers who are working for social justice have accomplished, describes current challenges, and outlines future possibilities. The first section maps the terrain of advocacy research in literacy education. The authors group this large and expanding body of research into four categories: Critical Literacy(ies); Radical Counternarratives in Literacy Research; Literacy as Social Practice; and Linguistic Studies. Each chapter describes the research area, traces its history, provides example studies, and assesses the contributions of research to advocacy work now and potentially in the future. The second section provides a deeper consideration of challenges to the field of advocacy research and suggests future directions for research and scholarship; this section reflects the need to complicate and trouble the terms and relations between and among social justice, ethics, democracy, freedom, and literacy. As a whole, this book is a response to the current popular understandings of literacy education that limit the efficacy of advocacy work in these troubled times-understandings that support the proliferation of standardized testing, teacher testing, and scripted lessons and programs, along with the privileging of particular forms of research. Intended for those who work or soon will work in literacy education-students, teacher educators, researchers, and practitioners-this book represents the authors' belief that it is time for advocacy workers to strengthen and intensify their efforts to promote the most principled, effective literacy education for democratic life. It is their hope that this book will contribute to such an effort.
Richard Vytniorgu compares how boys and men in Western and global majority contexts negotiate connections between homosexuality, effeminacy, and bottom identity and practice, and why conversations that re-connect sex role positionality and gender expression are important to gay men’s sexual wellbeing and sense of belonging.
