Добірка наукової літератури з теми "Male adolescence, queer pedagogy"

Gilligan (1996) and other feminist relational psychologists have identified a “silencing” to which adolescent girls are vulnerable when they confront pressures to conform to patriarchal values and norms in various social contexts. As Machoian (2005) and other researchers have noted, the silencing of girls’ authentic voices at adolescence is associated with heightened risk for depression and for suicide, cutting, eating disorders, and other self-harming behaviors. This article is based on in-depth interviews that examined the ways in which lesbian, gay, bisexual, transgender, and queer-identifying youth might be subject to an analogous silencing of their authentic “queer voices.” Drawing on four case studies of male youth who participated in a larger qualitative research project, the article examines how schools, families, and communities both supported and silenced the authentic expression of their voices as gay- or queer-identifying boys. Since two of the case studies are based on interviews with participants at both late adolescence and young adulthood, the article also examines the effects of supportive factors over time and how they helped contribute to a purposeful, voiced sense of queer male identity as the participants reached manhood.

Despite opposition to ‘queering the text’ by established Shakespeare critics, this essay sets out to ponder the possibility of teaching Shakespeare in a queer context. The essay begins by examining the social and sexual conditions of the early modern period, making the observation that there were a wide variety of sexualities, moral attitudes, and sexual practices at that time, and that often the early modern moral codes of conduct contradicted each other. It then traces the significance of the rhetorical device of paradox through Lyly and Castiglione, and examines the method of Elizabethan rhetoric, which involved ‘copia’ (the elaboration of one idea into a variety of ideas through language) and its associated variety of meanings. The essay then turns to the text of Shakespeare’s Venus and Adonis, observing that its subject matter—the love of an older woman for a younger man—may have reflected the early modern heterosexual fear of women’s sexuality—and continues to baffle male critics today. Finally, turning to the poem itself—analyzing it in terms of ‘copia’ and paradox—the conclusion suggests that perhaps there was a relationship between Shakespeare’s use of these rhetorical techniques and the sexuality of his time.

In this article, I focus on the childhood and adolescent life experiences of dansō (female-to-male crossdressers) who work as escorts in contemporary Japan, and on the process that led to their presentation of self as gendered masculine in their private and working lives. During their childhood and adolescence, dansō have to negotiate their identity and self-presentation to adhere to the gendered pressures of Japanese society. Through an analysis of interviews undertaken with 14 dansō informants, I explore dansō’s construction of a male identity before adulthood, highlighting the societal impositions they experienced and the coping strategies to which they resorted in order to create and maintain a space in which to express their queer selves.

This article explores how musical theatre pedagogy might begin to dismantle modes of practice that perpetuate exclusion and a dualistic, gendered perspective. I draw on my experience of directing postgraduate musical theatre students at Mountview in a production of Pippin (1972). Casting a trans man as Pippin – in many respects an archetypal male hero role – set in motion a process of queering and subverting norms. However, casting is only one element of creating an inclusive practice: in this work, I developed a hybrid approach that honoured students’ identities and experiences and took a critical, political view of the material being presented. My approach brings together Elin Diamond’s feminist theoretical framing of Brecht with queer concepts including heteronormativity and chrononormativity, which are then applied to David Barnett’s practical explanation of a Brechtian process. I argue that feminist and queer approaches can work together to meaningfully critique hegemonic forces influencing musical theatre training and production processes.

Poetry reading is since 2011 part of the core content in the subject of Swedish at both primary and secondary level. However, to date there is little research on poetry pedagogy that may provide guidance to teachers and poetry reading pedagogy for secondary students is an especially understudied area. Early research has developed knowledge on poetry reception in class but little is known about how secondary students read and use poetry in their spare time. Knowledge of the leisure uses of poetry could have implications for pedagogy. The aim of this study is to map and develop knowledge of how keen readers of poetry became interested in the genre and use poetry today in their spare time. The material consists of 21 semi-­structured online interviews. The analysis shows that participants tend to come from families that read and value literature. The participants generally develop an interest in poetry during late adolescence. Reading is the most common leisure activity. There is little online activity with poetry in the group. Many read poetry to be inspired and integrate what they read in other texts, images and music. Participants tend to prefer lyric poetry and a male western canon is dominant in their examples of favourite poets.

Sex communication interventions facilitate positive sexual health outcomes with heterosexual adolescents. The same has yet to be established for male youth with same-sex attractions, behaviors, and identities. Our study describes the experiences of gay, bisexual, and queer (GBQ)-identifying adolescent males with parent-child sex communication. We conducted 30 in-depth semistructured interviews with a diverse group of 15- to 20-year-old GBQ males. Interview transcripts were coded, and themes were identified using thematic and content analysis. Narratives revealed that sex communication with parents occurs rarely, is heteronormative in content prior to adolescent males’ disclosure as GBQ, and after disclosure is reactionary and based on stereotypes that associate this population with negative health outcomes. Parents were rated poorly as sex educators by adolescent males, and the findings are mixed regarding perception of parents’ knowledge about GBQ-specific information. Parents and health care providers were identified as preferred sources of sex information by GBQ adolescent males. Sex communication with parents throughout adolescence that excludes GBQ males’ same-sex concerns is a missed opportunity for targeted sexual risk reduction. There are multiple ways health care providers can assist parents to plan age-appropriate, sexuality-inclusive, home-based discussions about sex for this group.

Effective parent–child sex communication enhances heterosexual youths’ efficacy to engage in health promotive behaviors, yet there is scarce research on parent–child sex communication with gay, bisexual, and queer (GBQ) sons during adolescence. Our aim is to describe the development of Parents ASSIST, a web-based series of animated videos for parents of GBQ adolescent males focused on (a) parental education about sexual health topics pertinent to this population’s same-sex concerns, (b) modeling of communication skills for parents to broach and sustain inclusive discussions at home, and (c) norming the role of providers as reliable sources of support when parents seek GBQ-related health information. Community-based advisory boards, comprised of parents and health care providers, respectively, informed the intervention development. Based on study notes and the research team’s reflections, we present lessons learned that focus on content-based and logistical challenges that arose during the intervention development process. This study extends practice and patient education by providing an innovative, primary intervention that partners with parents of an underserved youth population.

La proliferación de movimientos críticos y creativos postporno, que reivindican la representación de las sexualidades disidentes bajo una nueva perspectiva feminista, queer y transgénero, proporcionan herramientas de análisis para repensar las producciones pornográficas literarias y audiovisuales pretéritas, así como para reformular las actuales. En esta línea de investigación intermedial, entre el cine y la literatura, se plantea una aproximación a la obra del escritor chileno Roberto Bolaño que permita discernir si se le puede considerar un autor postporno emparentado con la Edad Dorada del cine pornográfico de los años 70 y 80. Se estudiarán dos de sus relatos y una novela: “Joanna Silvestri”, del que se hará una lectura de género que problematiza el papel de la mujer dentro de una industria eminentemente heteronormativa, obsesionada con representar la eyaculación masculina; “Prefiguración de Lalo Cura”, analizada bajo una perspectiva postcolonial de apropiación de los cuerpos subalternos concebidos como territorios geográficos, y Una novelita lumpen, en el ámbito de la pedagogía del porno. Los hallazgos resultantes permiten establecer que efectivamente Roberto Bolaño puede considerarse un autor postporno al trasladar las propuestas narrativas del cine porno de la Edad Dorada a su propio proyecto literario, con una intención crítica feminista y postcolonial. The proliferation of critical and creative post-porn movements, which vindicate the representation of dissident sexualities under a new feminist, queer and transgender perspective, provide tools of analysis to rethink past literary and audiovisual pornographic productions, as well as to reformulate current ones. In this line of intermediate research, between cinema and literature, an approach to the work of Chilean writer Roberto Bolaño is proposed that will allow us to discern whether he can be considered a post-porn author related to the Golden Age of pornographic cinema in the 1970s and 1980s. Two of his stories and a novel will be studied: “Joanna Silvestri”, from which a gender reading will be made that problematizes the role of women within an eminently heteronormative industry, obsessed with representing male ejaculation; “Prefiguración de Lalo Cura”, analyzed under a postcolonial perspective of appropriation of subaltern bodies conceived as geographical territories, and Una novelita lumpen, in the field of porn pedagogy. The resulting findings make it possible to establish that Roberto Bolaño can indeed be considered a post-porn author by translating the narrative proposals of the Golden Age porn films into his own literary project, with a feminist and post-colonial critical intention.

e4306078Faced with a socio-cultural context marked by inequality and oppression in relation to sexual and gender diversity in Brazil, generated by prejudice and intolerance resulting from homophobia, the space occupied by the school in this scenario is questioned, an institution that dialogues with the processes occurring in society in which it is inserted. Thus, this article aims to present the results of research on the theme of sexuality and gender in teacher education in Ribeirão Preto-SP and Jaboticabal-SP, as well as its consequences in teaching, in which the multifactorial issues that involve the approach of this teacher are analyzed. theme in teaching. This theme consists of theoretical and practical elements that touch on formative, institutional, behavioral, curricular, epistemological, sociocultural and didactic-pedagogical aspects of the schooling process. With a qualitative approach and adopting by theoretical basis, mainly authors of queer analytical perspectives in the educational environment, semi-structured interviews with teachers from public schools, working in the two mentioned municipalities, used information by through discursive textual analysis. Teachers reported formative, sociocultural and institutional problems and difficulties in working with the theme of sexuality and gender in teaching, such as the absence of this theme in initial training and the reflexes of this process in teaching, as well as in several aspects that make up the school environment. It was also verified the existence of openings and possibilities to trace paths that articulate changes and transformations in relation to sexuality and gender in the educational scenario.ResumoDiante de um contexto sociocultural marcado pela opressão sobre a diversidade sexual e de gênero no Brasil, gerados pelo preconceito e intolerância decorrentes da homofobia, questiona-se o espaço ocupado pela escola neste cenário, instituição que dialoga com os processos ocorridos na sociedade em que está inserida. Assim, apresentamos os resultados da investigação sobre a temática sexualidade e gênero na formação de professores em Ribeirão Preto-SP e Jaboticabal-SP, bem como seus desdobramentos na atuação docente, na qual se analisa as questões multifatoriais que envolvem a abordagem deste tema no ensino. Tal tema é constituído por elementos teóricos e práticos que tocam aspectos formativos, institucionais, comportamentais, curriculares, epistemológicos, socioculturais e didático-pedagógicos do processo de escolarização. Com abordagem qualitativa e adotando-se por fundamentação teórica, principalmente, autores de perspectivas analíticas queer no meio educacional, utilizou-se como instrumento de coleta de dados entrevistas semiestruturadas com professores da rede pública de ensino, atuantes nos dois municípios mencionados, informações trabalhadas por meio da análise textual discursiva. Os professores relataram problemas e dificuldades formativas, socioculturais e institucionais no trabalho com a temática sexualidade e gênero no ensino, como a ausência deste tema na formação inicial e os reflexos deste processo na atuação docente, assim como em diversos aspectos que compõem o âmbito escolar. Constatou-se, também, a existência de aberturas e possibilidades para traçar caminhos que articulem mudanças e transformações com relação a temática sexualidade e gênero no cenário educacional.ResumenAnte un contexto sociocultural marcado por la opresión de la diversidad sexual y de género en Brasil, generado por el prejuicio y la intolerancia derivados de la homofobia, se cuestiona el espacio que ocupa la escuela en este escenario, institución que dialoga con los procesos que ocurren en la sociedad en que se encuentra insertado. Así, presentamos los resultados de la investigación sobre el tema sexualidad y género en la formación del profesorado en Ribeirão Preto-SP y Jaboticabal-SP, así como sus consecuencias en el desempeño docente, en el que las cuestiones multifactoriales que involucran el abordaje de este tema en la docencia se analizan. Esta temática está constituida por elementos teóricos y prácticos que tocan aspectos formativos, institucionales, conductuales, curriculares, epistemológicos, socioculturales y didáctico-pedagógicos del proceso escolar. Con un enfoque cualitativo y adoptando como fundamento teórico, principalmente autores de perspectivas analíticas queer en el ámbito educativo, se utilizaron entrevistas semiestructuradas como instrumento de recolección de datos con docentes de escuelas públicas, trabajando en las dos ciudades mencionadas, información trabajada a través de textos discursivos textuales. análisis. Los docentes informaron problemas y dificultades educativas, socioculturales e institucionales para trabajar la temática de la sexualidad y género en la docencia, como la ausencia de esta temática en la formación inicial y las consecuencias de este proceso en la docencia, así como en diversos aspectos que la integran. el entorno escolar. 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Il presente lavoro di tesi dottorale indaga il problema della violenza intra-maschile in adolescenza, a partire dai fenomeni del bullismo e del cyberbullismo omonegativo in adolescenza dalla prospettiva della pedagogia queer. Il nucleo di questa analisi si concentra sullo studio delle dinamiche culturali ed educative che conducono i giovani a fruire di un modello di mascolinità ancora vincolato alla figura dell’uomo “iper-virile”, così come è stato veicolato dal patriarcato nel corso dei secoli. The present doctoral thesis investigates the problem of intra-male violence in adolescence, starting from the phenomena of bullying and homonegative cyberbullying in adolescence from the perspective of queer pedagogy. The core of this analysis focuses on the study of the cultural and educational dynamics that lead young people to enjoy a model of masculinity still tied to the figure of the "hyper-virile" man, as it has been conveyed by patriarchy over the centuries.

The chapter speaks to the creation of an encouraging environment in which singing is considered a natural part of male identity. The chapter begins by problematizing the issue of boys’ identity, and addresses some of the concerns raised in the literature and recent research regarding a reluctance of males to sing in the choral setting. After a brief overview of the physiological aspects of changing voice, the chapter moves to discuss the practical considerations. The chapter reflects on practitioners and scholars that have had positive experiences of singing, and issues are systematically addressed with reference to repertoire, technical work, rehearsal strategy and other non-musical concerns. The chapter concludes with a manifesto for male singing across the lifespan which seeks to address the critical point at which boys often stop singing in choirs: the moment they begin to reconstruct their identity at adolescence.

This chapter examines the musical practices and procedures of choruses such as the famous Gay Men’s Chorus within the LGBTQ (Lesbian, Gay, Bisexual, Transgender, Queer) communities of the United States and Europe, and more specifically the discourse in and around them. It focuses on choral pedagogy as it is found in such ensembles and communities, drawing on the literature and first-hand accounts from singers, conductors and audience members, and examines what they uniquely value in their singing. Specific questions include: what is a good sound for an early MTF (male to female) transgender singer? Is it good to have female tenors in your ensemble, and if so, how many? How does the meaning of a song change for singers and audience when sung by a group of 250 gay men? How does that inflect the way in which that song should be taught to the singers? In short, is there a queer choral pedagogy?

The Classics were core to the curriculum and ethos of the intensely homosocial Victorian and Edwardian public schools. Yet ancient homosexuality and erotic pedagogy were problematic to the educational establishment, which expurgated classical texts with sexual content. This volume analyses the intimate nexus between the Classics, sex, and education primarily through the figure of the schoolmaster Philip Gillespie Bainbrigge (1890–1918), whose clandestine writings explore homoerotic desires and comment on classical education. It reprints Bainbrigge’s surviving works: Achilles in Scyros (a verse drama featuring a cross-dressing Achilles and a Chorus of lesbian schoolgirls) and a Latin dialogue between schoolboys (with a translation by Jennifer Ingleheart). Like other similarly educated men of his era, Bainbrigge used Latin as an intimate homoerotic language; after reading Bainbrigge’s dialogue, A. E. Housman went on to write a scholarly article in Latin about ancient sexuality, Praefanda. This volume, therefore, also examines the parallel of Housman’s Praefanda, its knowing Latin, and bold challenge to mainstream morality. Bainbrigge’s works show the queer potential of Classics. His underground writings owe more to a sexualized Rome than an idealized Greece, offering a provocation to the study of Classical Reception and the history of sexuality. Bainbrigge refuses to apologize for homoerotic desire, celebrates the pleasures of sex, and disrupts mainstream ideas about the Classics and the relationship between ancient and modern. As this volume demonstrates, Rome is central to Queer Classics: it provided a male elite with a liberating erotic language, and offers a variety of models for same-sex desire.

In this chapter, Johnson’s interlocutors share stories about sexual awakenings, sexual encounters, sexual desire, and sexual violence. Since their narratives move between and beyond pleasure and pain, the chapter is divided into three sections—the first focuses on sexual awakenings and the narrators’ various emotional attachments to sex with other women; the second centers women’s sexual behaviors and practices; and the third focuses squarely on these women’s painful experiences of sexual violence, often in adolescence and at the hands of male relatives. Importantly, these narrators stress that their sexual desires have not developed in response to these violent experiences, illustrating that their articulation of same-sex attraction is conscious and affirmative.

This chapter draws on Andrew Smith’s 2014 novel Grasshopper Jungle to explore the representation of queerness as a locus of dystopian adolescent experiences and, by hyperbolic extension, the cause of the apocalypse. Smith’s novel satirically amplifies the idea that adolescence is itself a kind of dystopia, and simultaneously points to how queer sex is a kind of darkness—or invisibility—often “experienced as unbearable,” in Lauren Berlant and Lee Edelman’s words, by critics of queer young adult literature. Austin, Grasshopper Jungle’s history-obsessed narrator, records in astonishing detail the world’s destruction by mutant bugs, yet Austin’s moment of sexual intimacy with his male best friend remains a striking silence in his otherwise scrupulous account. This chapter concludes that Grasshopper Jungle’s excessive rendering of YA’s storm, stress, darkness, and violence ironically makes visible the novel’s unwillingness to confront the unbearability associated with queer sex.