"All educators, all families need this book. It asks questions that must be asked, yet have not been asked, and shares thoughtful perceptions and suggestions in ways that may help humanity grow more whole."---Loraine Hutchins, coeditor, BiAny Other Name: cofounder, BiNet USA; instructor, LGBT studies at Towson University --
Exploring the experiences of LGBTQI+ parents and their children and their relationship with schools, this book illuminates how these families work with schools, and how schools do, or do not, support children of LGBTQI parents. Based on empirical research and making space for the voices of both parents and children, the research extends beyond previous studies of gay and lesbian parenting to include bisexual, transgender, queer, non-binary, and intersex parents. The authors consider the influence of pressure groups, school inspection frameworks, legislation, and the media, and examine the ways in which some schools are working to become more inclusive.
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.
LGBTQ Issues in Education: Advancing a Research Agenda examines the current state of the knowledge on LGBTQ issues in education and addresses future research directions. The editor and authors draw on existing literature, theories, and data as they synthesize key areas of research. Readers studying LGBTQ issues or working on adjacent topics will find the book to be an invaluable tool as it sets forth major findings and recommendations for additional research. Equally important, the book brings to light the importance of investing in research and data on a topic of critical educational and social significance.
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 queerying 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 use 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.
This book advances a broad constellation of critical concepts situated within the field of queer studies and education. Collectively, the concepts take up a cross-section of scholarship that speaks to various political, epistemological, theoretical, methodological, and pedagogical concerns. Given the ongoing global centrality of sociocultural and political developments related to the topic of LGBTQ in the twenty-first century, the concepts in this volume and the issues raised by each contributor will have wide international appeal among researchers, scholars, educators, students, and activists working at the intersection of queer studies and education.
This comprehensive second edition inspires therapists to utilize clinical work to pragmatically address intersectional oppressions, lessen the burden of minority stress, and implement effective LGBTQ affirmative therapy. A unique and important contribution to LGBTQ literature, this handbook includes both new and updated chapters reflecting cutting-edge intersectional themes like race, ethnicity, polyamory, and monosexual normativity. A host of expert contributors outline the best practices in affirmative therapy, inspiring therapists to guide LGBTQ clients into deconstructing the heteronormative power imbalances that undermine LGBTQ relationships and families. There is also an increased focus on clinical application, with fresh vignettes included throughout to highlight effective treatment strategies. Couple and family therapists and clinicians working with LGBTQ clients, and those interested in implementing affirmative therapy in their practice, will find this updated handbook essential.
Emerging from a case study in secondary schools, this book explores young bisexual women’s notions of bisexuality through their own sense of self-identification and how they express their personal beliefs. McAllum sheds light on the presence and practices of "bisexual misrecognition" and "bi-misogyny" in school settings, and draws out the implications of this bias on bisexual women. Incorporating women’s own spoken and written anecdotes, this book reveals hidden narratives and helps boost awareness about the social and learning needs of young bisexual women.
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.
Introducing the New Sexuality Studies is an innovative, reader-friendly anthology of original essays and interviews that introduces the field of sexuality studies to undergraduate students. Examining the social, cultural, and historical dimensions of sexualities, this anthology is designed to serve as a comprehensive textbook for sexualities and gender-related courses at the undergraduate level. The book’s contributors include both well-established scholars, including Patricia Hill Collins, Jeffrey Weeks, Deborah L. Tolman, and C.J. Pascoe, as well as emerging voices in sexuality studies. This collection will provide students of sociology, gender, and sexuality with a challenging and broad introduction to the social study of sexuality that they will find accessible and engaging.
