Sexual Consent and Communication Among the Sexual Minoritized: The Role of Heteronormative Sex Education, Trauma, and Dual Identities

Prior research and the #MeToo movement have recognized the complexities of sexual consent and how it contributes to experiences of sexual violence. A heteronormative perspective often dominates discussions on sexual violence at the expense of lesbian, gay, bisexual, transgender, queer, and other sexual minoritized individuals’ (LGBTQ+) experiences. Utilizing focus groups with LGBTQ+ people to discuss sexual consent, themes relating to sex education, defining sex in queer relationships, trauma and victimization, and overlapping gender and sexual orientation identities emerged. Findings are presented in the context of feminist and queer theoretical perspectives with particular focus on power inequity.

Can Ecotourism in the Global South Develop the North?

Ecotourism is often framed as a development tool in the traditional sense of bringing capital to developing countries in exchange for an exported good. Unlike most commodities however, tourism does not merely bring capital to the South, it brings people. While recognizing that the presence of Northern bodies has often been seen as a concrete example of power inequity between the North and South, in this paper I argue that the embodied nature of this exchange allows for the potential of a type of development that moves from South to North through the generation of what is termed biotic capital. Biotic capital refers to the size and coherence of 1) an environmental imaginary, 2) the individuals within that imaginary and 3) the biophysical. Biotic capital that promotes sustainability is created through the reinforcement of already existing environmental orientations as well as recruitment of tourists by messages perceived as apolitical.

GIANT LAW, GIANT EDUCATION, and ANT: A Story About Racism and Native Americans

Many Native American Nations use an oral tradition, including fables and allegories, to transmit cultural beliefs from one generation to the next. In this article, Marlys Duchene creates a story that could be used to describe how the institutions of law and education in Western Culture have served to oppress Native Americans. Duchene illustrates the power inequity between U.S. institutions and indigenous peoples by representing the institutions as giants, while Native Americans are represented by the tiny ant. In her story, ANT questions the GIANTS about their histories vis-à-vis the racial oppression imposed upon Native Americans. The dialogue between ANT and the GIANTS depicts the beginning of a discussion on racial oppression.