scholarly journals Queer Youth and Everyday Spaces in Wellington, Aotearoa New Zealand: A Photovoice Project

2021 ◽  
Author(s):  
◽  
Matt Scott
Keyword(s):  
New Zealand ◽  
Queer Theory ◽  
Gender Performance ◽  
Queer Youth ◽  
Youth Groups ◽  
Aotearoa New Zealand ◽  
Queer People ◽  
Queer Representation ◽  
Gendered Bodies ◽  
And Gender

<p>Queer people are often ‘othered’ in everyday spaces because of the assumptions, practices, and beliefs that reinforce heterosexuality and cis-gendered bodies as normal and natural. For queer youth, these experiences are further exacerbated by their age and agency. Yet there has been little explicit geographic scholarship focused on understanding how queer youth navigate heteronormativity and practice their subjectivities in different everyday spaces.  In this thesis, I draw on the work of queer theory and geographies of sexuality literature to consider how subjectivities are constructed, controlled, and experienced by some queer youth in everyday spaces of Wellington, Aotearoa-New Zealand. I work within a transformative epistemology, and use photovoice as my research method to present the reflective engagements of six queer youth aged between sixteen and twenty-two through their photographs and accompanying narratives. Using Foucauldian discourse analysis to examine the participants’ visual and verbal texts yields contradicting and varying experiences of heteronormativity.  Processes of subjectivity negotiation, queering space, conforming strategies, and gender performance influence how queer youth are placed within their everyday spaces. Safe spaces, like nature, the stage, and queer youth groups provide queer youth with the ability to be self-expressive, escape from the pressures of everyday life, and be surrounded with other queer people. Such spaces can be enhanced through activism, queer representation, and with the presence of animals and friends. This research contributes academically to research within geographies of sexualities and works towards disseminating these findings through a collaborative zine to support efforts to counter some of the dominating effects of heteronormativity identified by the queer youth.</p>

scholarly journals Queer Youth and Everyday Spaces in Wellington, Aotearoa New Zealand: A Photovoice Project

2021 ◽  
Author(s):  
◽  
Matt Scott
Keyword(s):  
New Zealand ◽  
Queer Theory ◽  
Gender Performance ◽  
Queer Youth ◽  
Youth Groups ◽  
Aotearoa New Zealand ◽  
Queer People ◽  
Queer Representation ◽  
Gendered Bodies ◽  
And Gender

<p>Queer people are often ‘othered’ in everyday spaces because of the assumptions, practices, and beliefs that reinforce heterosexuality and cis-gendered bodies as normal and natural. For queer youth, these experiences are further exacerbated by their age and agency. Yet there has been little explicit geographic scholarship focused on understanding how queer youth navigate heteronormativity and practice their subjectivities in different everyday spaces.  In this thesis, I draw on the work of queer theory and geographies of sexuality literature to consider how subjectivities are constructed, controlled, and experienced by some queer youth in everyday spaces of Wellington, Aotearoa-New Zealand. I work within a transformative epistemology, and use photovoice as my research method to present the reflective engagements of six queer youth aged between sixteen and twenty-two through their photographs and accompanying narratives. Using Foucauldian discourse analysis to examine the participants’ visual and verbal texts yields contradicting and varying experiences of heteronormativity.  Processes of subjectivity negotiation, queering space, conforming strategies, and gender performance influence how queer youth are placed within their everyday spaces. Safe spaces, like nature, the stage, and queer youth groups provide queer youth with the ability to be self-expressive, escape from the pressures of everyday life, and be surrounded with other queer people. Such spaces can be enhanced through activism, queer representation, and with the presence of animals and friends. This research contributes academically to research within geographies of sexualities and works towards disseminating these findings through a collaborative zine to support efforts to counter some of the dominating effects of heteronormativity identified by the queer youth.</p>

»Das Weibliche umschließt den starken Mann« (Jer 31,22). Geschlechterkonstruktionen im Jeremiabuch im Licht feministischer Hermeneutik

2020 ◽  
Vol 80 (2) ◽  
pp. 85-99
Author(s):  
Christl M. Maier
Keyword(s):  
Queer Theory ◽  
Gender Stereotypes ◽  
Gender Performance ◽  
Feminist Perspective ◽  
Trauma Studies ◽  
Post Colonial ◽  
Colonial Studies ◽  
Gender Aspects ◽  
And Gender

Abstract This essay explores variant concepts of gender in the book of Jeremiah from a feminist perspective that includes insights of post-colonial studies, trauma studies, and queer theory. It discusses the female personification of Jerusalem and Judah, the laboring woman metaphor used in the context of war, the complexity of gendered addressees in Jer 2:1-4:2, and gender aspects in the characterization of God and Jeremiah. At first glance, the Jeremiah tradents use traditional gender stereotypes. A closer inspection, however, reveals an ambivalent gender performance of female and male protagonists. In this context, the enigmatic statement in Jer 31:22 »the female encompasses the strong man« also signifies the ambivalence of gender concepts in Jeremiah.

scholarly journals Trans Forming Education: An examination of the ways in which Teachers' construct gender and understand gender independence in TDSB elementary school classrooms

2021 ◽  
Author(s):  
Jessica Phillips
Keyword(s):  
Elementary School ◽  
Elementary School Teachers ◽  
Queer Theory ◽  
Female Gender ◽  
Gender Performance ◽  
Disability Theory ◽  
Teachers Experiences ◽  
And Gender ◽  
Toronto District School Board ◽  
Positive Space

This study focuses on the ways in which teachers construct and understand gender and gender independence in children. This study also explores the ways in which teachers strive to accommodate and include children who are gender independent. Six elementary school teachers who were positive space representatives or who self-identified as Lesbian, Gay, Bisexual, Transgendered or Queer (LGBTQ) advocates in their schools were interviewed regarding the ways in which they constructed and understood gender identity and gender independence in their classrooms. The teachers, who taught between kindergarten and grade eight, were questioned about their familiarity with the Toronto District School Board (TDSB) guideline for the accommodation of transgender and gender non-conforming students and staff. Teachers' experiences with children who were gender independent were also examined. Interviews focused on examining the ways that teachers constructed gender in their classrooms. Teachers were asked to identify barriers to inclusion, as well as the resources and supports available regarding the inclusion of gender independent children. Teachers were also asked to identify any additional resources they felt would be beneficial towards facilitating the inclusion of children who were gender independent. A combination of theoretical lenses consisting of disability theory, queer theory and feminist theory has been used throughout this study. Themes found include: Gender as constructed, Gender as performed, teachers' roles in reinforcing or shaping gender performance, constructing male and female gender independence, and creating inclusive environments. The implications of these results include suggestions for creating classrooms and schools that are inclusive to children who may be gender independent.

scholarly journals Trans Forming Education: An examination of the ways in which Teachers' construct gender and understand gender independence in TDSB elementary school classrooms

2021 ◽  
Author(s):  
Jessica Phillips
Keyword(s):  
Elementary School ◽  
Elementary School Teachers ◽  
Queer Theory ◽  
Female Gender ◽  
Gender Performance ◽  
Disability Theory ◽  
Teachers Experiences ◽  
And Gender ◽  
Toronto District School Board ◽  
Positive Space

This study focuses on the ways in which teachers construct and understand gender and gender independence in children. This study also explores the ways in which teachers strive to accommodate and include children who are gender independent. Six elementary school teachers who were positive space representatives or who self-identified as Lesbian, Gay, Bisexual, Transgendered or Queer (LGBTQ) advocates in their schools were interviewed regarding the ways in which they constructed and understood gender identity and gender independence in their classrooms. The teachers, who taught between kindergarten and grade eight, were questioned about their familiarity with the Toronto District School Board (TDSB) guideline for the accommodation of transgender and gender non-conforming students and staff. Teachers' experiences with children who were gender independent were also examined. Interviews focused on examining the ways that teachers constructed gender in their classrooms. Teachers were asked to identify barriers to inclusion, as well as the resources and supports available regarding the inclusion of gender independent children. Teachers were also asked to identify any additional resources they felt would be beneficial towards facilitating the inclusion of children who were gender independent. A combination of theoretical lenses consisting of disability theory, queer theory and feminist theory has been used throughout this study. Themes found include: Gender as constructed, Gender as performed, teachers' roles in reinforcing or shaping gender performance, constructing male and female gender independence, and creating inclusive environments. The implications of these results include suggestions for creating classrooms and schools that are inclusive to children who may be gender independent.

scholarly journals "Every Bloody Right To Be Here": Trans Resistance in Aotearoa New Zealand, 1967 - 1989

2021 ◽  
Author(s):  
◽  
Will Hansen
Keyword(s):  
New Zealand ◽  
Community Building ◽  
Law Reform ◽  
Reform Movements ◽  
Gay Liberation ◽  
Aotearoa New Zealand ◽  
Trans People ◽  
Sexuality And Gender ◽  
And Gender

<p>Throughout the 1970s and 1980s, trans people in Aotearoa New Zealand resisted cisgender hegemony in numerous ways. This thesis aims to explore three key methods of trans resistance practiced during the period between 1967 and 1989 – community building, trans pride, and normalising trans. This study reveals that trans community building was the essential first step for the budding trans movement, yet maintains that there was never one single trans 'community’ and that each trans community practiced different and sometimes contradictory politics. Just as it was necessary to feel pride in one’s trans self in order to have no shame in connecting to trans others, so too was it necessary to challenge cisgender hegemony and advocate for trans people. This study examines the various ways trans people embodied ‘pride’, refusing to bow to shame on stages as large as the nation’s highest courts to as common as the everyday encounter on the street. The role of trans people in sex worker, gay liberation and homosexual law reform movements is also considered, as is the way trans politics reflected changes on the broader political landscape. Finally, this thesis takes a critical view of attempts made to normalise transness. In the fight for trans rights, some communities practiced a politics of transnormativity and respectability; they attempted to make themselves more respectable by further marginalising those trans communities which were already marginal. This thesis aims to spotlight the disciplining power of race, class, sexuality and gender, determining which bodies mattered and which did not.</p>

‘You’re going to teach my son to be viado’: From ‘girling’ to queering sport for development?

2020 ◽  
pp. 101269021989488 ◽  
Author(s):  
Eva Válková
Keyword(s):  
Queer Theory ◽  
Sexual Diversity ◽  
Queer Youth ◽  
Supportive Environment ◽  
Sport For Development ◽  
Sexuality And Gender ◽  
Bisexual And Transgender ◽  
And Gender ◽  
Ethnographic Methodology ◽  
The Impact

This paper critically explores how queer youth experience sport for development programmes in Brazil. Whilst the Sport for Development and Peace (SDP) field is not void of discussions that touch upon heteronormativity and sexuality, the ‘sensitive’ stories of lesbian, gay, bisexual and transgender (LGBT) individuals within SDP initiatives remain rather unheard. Drawing on ethnographic methodology and queer theory, this paper aims to understand the impact of two different SDP programmes located in Sao Paulo, Brazil, that use sport to address sexuality and gender issues as part of their mission. The findings of this study indicate that delivery of sexuality-focused projects is a complex, problematic and contested process. Whilst the programme is conceived of as and committed to being LGBT-inclusive, the space is not completely void of heterosexism and homophobia. The queer lens here allowed for the revelation that whilst the SDP initiative provided a relatively supportive environment regarding the free expression of queer desires, it creates rather ‘safe(r)’ spaces, as the conventional norms of mainstream hetero-patriarchal society permeate these spaces. Furthermore, initiatives led to new means of exclusion and alienating experiences for its non-queer beneficiaries. Ultimately, raising the question of sexual diversity resulted in unexpected consequences outside the SDP space associated with misinterpretations, suspicions and a rejection of the initiatives. The conclusion consists of overall reflections regarding the use of the queer approach within SDP research and suggests possible directions for future studies of this topic.

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