Introduction: The Synergistic Potential of the Outreach Work and Activism of Queer Social Movements and Schools
- 207 Downloads
This opening chapter introduces the educational outreach work done by queer social movements in schools. Queer social movements have been active in changing educational policies and legislation to prevent discrimination and violence based on sexual orientation, gender identity, and expression as well as influencing schools through their general advocacy work, media campaigns, research projects, instructional material production, and cooperation with other nongovernmental organizations working with schools. The chapter underscores the hindrances, challenges, tensions, and contradictions implicit in connecting the outreach work of queer social movements with teaching, learning, and support in schools. It concludes by highlighting the need for schools and queer social movements to build alliances to address the gap in educational policies and addressing gender and sexuality diversity.
KeywordsQueer social movements Gender and sexuality diversity Schools Homophobia Teaching and learning Advocacy
- Allen, L. (2019). Heterosexual students’ accounts of teachers as perpetrators and recipients of homophobia. Journal of LGBT Youth. https://doi.org/10.1080/19361653.2019.1643272.
- Chipatiso, R., & Richardson, E. (2011). Understanding role in HIV/AIDS interventions: A case study of themba interactive (TI). In D. Francis (Ed.), Acting on HIV: Using drama to create possibilities for change. Rotterdam: Sense Publishers.Google Scholar
- DePalma, R., & Atkinson, E. (2009). Undoing homophobia in primary schools. Stoke-on-Trent: Trentham Books.Google Scholar
- Duggan, L. (2003). The Twilight of Equality. Boston, MA: Beacon Press.Google Scholar
- Francis, D. (2013). “You know the homophobic stuff is not in me, like us, it’s out there”—Using participatory theatre to challenge heterosexism and heteronormativity in a South African school. South African Journal of Education, 33(4), 1–14.Google Scholar
- Francis, D. (2016). ‘I felt confused; I felt uncomfortable … my hair stood on ends’: Understanding how teachers negotiate comfort zones, learning edges and triggers in the teaching of sexuality education in South Africa. In V. Sundaram & H. Sauntson (Eds.), Global perspectives and key debates in sex and relationships education: Addressing issues of gender, sexuality, plurality and power (pp. 130–145). London: Palgrave Macmillan. Available at http://dx.doi.org/10.1057/9781137500229_9.
- Francis, D. (2017). Homophobia and sexuality diversity in South African schools: A review. Journal of LGBT Youth, 14(4), 359–379. Available at https://doi.org/10.1080/19361653.2017.1326868.
- Francis, D. (2019). ‘Keeping it straight’ what do South African queer youth say they need from sexuality education? Journal of Youth Studies, 22(6), 772–790.Google Scholar
- Francis, D., & Brown, A. (2017). ‘To correct, punish and praise’ LRC leaders experiences and expressions of non-heterosexuality in Namibian schools. International Journal of Inclusive Education, 21(8), 1–18.Google Scholar
- Francis, D., & DePalma, R. (2015). ‘You need to have some guts to teach’: Teacher preparation and characteristics for the teaching of sexuality and HIV/AIDS education in South African schools. SAHARA-J: Journal of Social Aspects of HIV/AIDS, 12(1), 30–38.Google Scholar
- Francis, D., & Reygan, F. (2016). Relationships, intimacy and desire in the lives of lesbian, gay and bisexual youth in South Africa. South African Review of Sociology, 47(3), 65–84. https://doi.org/10.1080/21528586.2016.1163290.
- Francis, D., Reygan, F., Brown, A., Dlamini, B., McAllister, J., Nogela, L., … Muller, M. (2018, May 17). A five country study of gender and sexuality diversity and schooling in Southern Africa. Africa Education Review, 16(1), 1–21.Google Scholar
- Hoosain Khan, G. (2013). Using drama to (dis)locate queer sexuality. In D. Francis (Ed.), Sexuality, society and pedagogy (pp. 133–147). Stellenbosch: SUN Media.Google Scholar
- Hoosain Khan, G. (2014). Cross-border art and queer incursion: On working with queer youth from southern Africa. Agenda, 28(4), 125–137.Google Scholar
- Kjaran, I., & Jóhannesson, J. (2017). Teaching about the pink holocaust in and Icelandic upper secondary school classroom: Queer counterpublic? In T. Vaahtera, A. Niemi, S. Lappalainen, & D. Beach (Eds.), Troubling educational cultures in the Nordic countries (pp. 140–157). London: The Tufnell Press.Google Scholar
- Kjaran, J., & Lehtonen, J. (2017, December 12). Windows of opportunities: Nordic perspectives on sexual diversity education. International Journal of Inclusive Education, 22(10), 1–13.Google Scholar
- Kjaran, J., Francis, D., & Hauksson, O. (2019). Creating a queer counter-space in high schools in Iceland and South Africa: A drama inspired pedagogical approach. In J. Kjaran & H. Sauntson (Eds.), Schools as queer transformative spaces: Global narratives on sexualities and genders (pp. 17–35). London and New York: Routledge.Google Scholar
- Lehtonen, J. (2012). Opettajien käsityksiä seksuaalisuuden kirjosta [Teachers’ perceptions on sexual diversity]. Finnish Journal of Youth Studies, 30(2), 19–30.Google Scholar
- Lehtonen, J. (2014). Sukupuolittuneita valintoja? Ei-heteroseksuaaliset ja transnuoret koulutuksessa [Gendered choices? Non-heterosexual and trans youth in education]. The Finnish Journal of Gender Studies, 27(4), 67–71.Google Scholar
- Lehtonen, J. (2017). Troubling Normativities? Constructing sexual and gender diversity in the educational work of LGBTI human rights association Seta. In T. Vaahtera, A. Niemi, S. Lappalainen, & D. Beach (Eds.), Troubling educational cultures in the Nordic countries (pp. 117–139). London: Tufnell Press.Google Scholar
- Lehtonen, J., & Taavetti, R. (2018). Ambivalent positions and challenging contexts in researching “rainbow youth” in Finland. In J. Hearn, T. Shefer, K. Ratele, & F. Boonzaier (Eds.), Engaging youth in activism, research and pedagogical Praxis: Transnational and intersectional perspectives on gender, sex, and race (pp. 75–90). New York and London: Routledge.Google Scholar
- Rasmussen, M. L., Sanjakdar, F., Allen, L., Quinlivan, K., & Bromdal, A. (2017). Homophobia, transphobia, young people and the question of responsibility. Discourse: Studies in the Cultural Politics of Education, 38(1), 30–42.Google Scholar
- UNESCO. (2016). Out in the open: Education response to violence based on sexual orientation and gender and gender identity/expression. Paris: UNESCO.Google Scholar