Maria Pallotta-Chiarolli – författare

"Secondary school teachers, principals and school counsellors would be the primary audience for this book, although youth workers and other workers with adolescent males should also find the boys'' perceptions of school and adolescent culture of great interest and considerable use." -Youth Studies Australia

This book focuses on the impact and effects of masculinities on the lives of boys at school. Through interviews with boys from diverse backgrounds, the authors explore the various ways in which boys define and negotiate their masculinities at school. The following questions and issues are addressed:

Via a wide range of case studies, this book examines new forms of resistance to social injustices in contemporary Western societies. Resistance requires agency, and agency is grounded in notions of the subject and subjectivity. How do people make sense of their subjectivity as they are constructed and reconstructed within relations of power? What kinds of subjectivities are needed to struggle against forms of dominance and claim recognition? The participants in the case studies are challenging forms of dominance and subordination grounded in class, race, culture, nationality, sexuality, religion, age, disability and other forms of social division. It is a premise of this book that new and/or reconstructed forms of subjectivity are required to challenge social relations of subordination and domination. Thus, the transformation of subjectivity as well as the restructuring of oppressive power relations is necessary to achieve social justice. By examining the construction of subjectivity of particular groups through an intersectional lens, the book aims to contribute to theoretical accounts of how subjects are constituted and how they can develop a critical distance from their positioning.

Via a wide range of case studies, this book examines new forms of resistance to social injustices in contemporary Western societies. Resistance requires agency, and agency is grounded in notions of the subject and subjectivity. How do people make sense of their subjectivity as they are constructed and reconstructed within relations of power? What kinds of subjectivities are needed to struggle against forms of dominance and claim recognition? The participants in the case studies are challenging forms of dominance and subordination grounded in class, race, culture, nationality, sexuality, religion, age, disability and other forms of social division. It is a premise of this book that new and/or reconstructed forms of subjectivity are required to challenge social relations of subordination and domination. Thus, the transformation of subjectivity as well as the restructuring of oppressive power relations is necessary to achieve social justice. By examining the construction of subjectivity of particular groups through an intersectional lens, the book aims to contribute to theoretical accounts of how subjects are constituted and how they can develop a critical distance from their positioning.

Although many schools and educational systems, from elementary to tertiary level, state that they endorse anti-homophobic policies, pedagogies and programs, there appears to be an absence of education about, and affirmation of, bisexuality and minimal specific attention paid to bi-phobia. Bisexuality appears to be falling into the gap between the binary of heterosexuality and homosexuality that informs anti-homophobic policies, programs, and practices in schools initiatives such as health education, sexuality education, and student welfare. These erasures and exclusions leave bisexual students, family members and educators feeling silenced and invisibilized within school communities. Also absent is attention to intersectionality, or how indigeneity, gender, class, ethnicity, rurality and age interweave with bisexuality. Indeed, as much research has shown, erasure, exclusion, and the absence of intersectionality have been considered major factors in bisexual young people, family members and educators in school communities experiencing worse mental, emotional, sexual and social health than their homosexual or heterosexual counterparts.

This book is the first of its kind, providing an international collection of empirical research, theory and critical analysis of existing educational resources relating to bisexuality in education. Each chapter addresses three significant issues in relation to bisexuality and schooling: erasure, exclusion, and the absence of intersectionality. From indigenous to rural schools, from tertiary campuses to elementary schools, from films to picture books as curriculum resources, from educational theory to the health and wellbeing of bisexual students, this book’s contributors share their experiences, expertise and ongoing questions.

This book was originally published as a special issue of the Journal of Bisexuality.

Although many schools and educational systems, from elementary to tertiary level, state that they endorse anti-homophobic policies, pedagogies and programs, there appears to be an absence of education about, and affirmation of, bisexuality and minimal specific attention paid to bi-phobia. Bisexuality appears to be falling into the gap between the binary of heterosexuality and homosexuality that informs anti-homophobic policies, programs, and practices in schools initiatives such as health education, sexuality education, and student welfare. These erasures and exclusions leave bisexual students, family members and educators feeling silenced and invisibilized within school communities. Also absent is attention to intersectionality, or how indigeneity, gender, class, ethnicity, rurality and age interweave with bisexuality. Indeed, as much research has shown, erasure, exclusion, and the absence of intersectionality have been considered major factors in bisexual young people, family members and educators in school communities experiencing worse mental, emotional, sexual and social health than their homosexual or heterosexual counterparts.

This book is the first of its kind, providing an international collection of empirical research, theory and critical analysis of existing educational resources relating to bisexuality in education. Each chapter addresses three significant issues in relation to bisexuality and schooling: erasure, exclusion, and the absence of intersectionality. From indigenous to rural schools, from tertiary campuses to elementary schools, from films to picture books as curriculum resources, from educational theory to the health and wellbeing of bisexual students, this book’s contributors share their experiences, expertise and ongoing questions.

This book was originally published as a special issue of the Journal of Bisexuality.

This book provides an original insight into how families of origin of Gay, Lesbian, Bisexual and Transgender (GLBT) people are involved in negotiating meanings and experiences of sexuality and intimacy, an underexplored dimension of queer family life. Delving into the perspectives of families of origin and showing the complexity and heterogeneity of the ways people with their different gender and sexual identities "do" families across generations, it contributes to queerying the very distinction between families of origin and families of choice and questions the (hetero)normative assumptions about forms and boundaries of family this distinction rests upon. A focus on marginal contexts, such as Southern Europe, and on marginal subjects, like bisexuals or black lesbians, is proposed as a way to challenge the universality of privileged narratives within heteronormativity, homonormativity and anglocentrism, and to reveal unexpected resources families of origin use to make sense of GLBT identities and lived experiences. The book poses a crucial question: how can alliances along family ties develop on the basis of shared stories of family diversity and marginalised identities, rather than of loving (and normative) support to GLBT people in need and an advocacy in their name from a position of heterosexual privilege?

This book was originally published in Journal of GLBT Family Studies.

This book provides an original insight into how families of origin of Gay, Lesbian, Bisexual and Transgender (GLBT) people are involved in negotiating meanings and experiences of sexuality and intimacy, an underexplored dimension of queer family life. Delving into the perspectives of families of origin and showing the complexity and heterogeneity of the ways people with their different gender and sexual identities "do" families across generations, it contributes to queerying the very distinction between families of origin and families of choice and questions the (hetero)normative assumptions about forms and boundaries of family this distinction rests upon. A focus on marginal contexts, such as Southern Europe, and on marginal subjects, like bisexuals or black lesbians, is proposed as a way to challenge the universality of privileged narratives within heteronormativity, homonormativity and anglocentrism, and to reveal unexpected resources families of origin use to make sense of GLBT identities and lived experiences. The book poses a crucial question: how can alliances along family ties develop on the basis of shared stories of family diversity and marginalised identities, rather than of loving (and normative) support to GLBT people in need and an advocacy in their name from a position of heterosexual privilege?

This book was originally published in Journal of GLBT Family Studies.