Homophobia, transphobia, young people and the question of responsibility

Article


Rasmussen, Mary Lou, Sanjakdar, Fida, Allen, Louisa, Quinlivan, Kathleen and Bromdal, Annette. 2017. "Homophobia, transphobia, young people and the question of responsibility." Discourse: studies in the cultural politics of education. 38 (1), pp. 30-42. https://doi.org/10.1080/01596306.2015.1104850
Article Title

Homophobia, transphobia, young people and the question of responsibility

ERA Journal ID34674
Article CategoryArticle
AuthorsRasmussen, Mary Lou (Author), Sanjakdar, Fida (Author), Allen, Louisa (Author), Quinlivan, Kathleen (Author) and Bromdal, Annette (Author)
Journal TitleDiscourse: studies in the cultural politics of education
Journal Citation38 (1), pp. 30-42
Number of Pages13
Year2017
PublisherTaylor & Francis
Place of PublicationUnited States
ISSN0159-6306
1469-3739
Digital Object Identifier (DOI)https://doi.org/10.1080/01596306.2015.1104850
Web Address (URL)https://www.tandfonline.com/doi/full/10.1080/01596306.2015.1104850
Abstract

Young people may face conflicting and confusing messages about what it means to respond well in relation to homophobia and transphobia. Consequently, we ask – What might it mean to respond well to homophobia and transphobia? This strategy, inspired by Anika Thiem and Judith Butler, is recognition of the ambivalent conditions which structure attempts to respond well to bullying related to gender and sexuality. Such an approach is counter to educational responses that suggest a remedy in advance of the enactment of perceived bullying. Our paper draws on research conducted by the authors in four schools, two in Australia and two in Aotearoa/New Zealand. It is a deliberate turn away from focusing on who should be held to account for homophobia and transphobia.

Keywordshomophobia; transphobia; responsibility; relationality; bullying; sexuality; gender
ANZSRC Field of Research 2020390406. Gender, sexuality and education
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Byline AffiliationsMonash University
University of Auckland, New Zealand
University of Canterbury, New Zealand
School of Linguistics, Adult and Specialist Education
Institution of OriginUniversity of Southern Queensland
Funding source
Australian Research Council (ARC)
Grant ID
DP11010117
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