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Social Media, Sexual Citizenship and Youth Research showcase and panel discussion: Swinburne University of Technology, Melbourne

When: Tuesday 10 April, 6-8pm

Where: Room TD144, TD Building, John Street (five minutes from Glenferrie Station)

Swinburne University of Technology, Hawthorn

Free event showcasing young Melbourne researchers and social media communication professionals alongside researchers from the ARC Discovery project Queer Generations: Belonging and sexual citizenship among gender and sexual minority youth (https://queergenerations.org/).

We  welcome  health and education professionals, teachers, researchers, policy makers and community leaders who are working to fuel progress in the fields of sexuality, education and health

Confirmed presenters include:

Kath Albury (Swinburne University of Technology) on

Queer young people’s negotiation of safety, risk and visibility in hookup app cultures

Charlie Chapple (Swinburne University of Technology) on

Closed Facebook communities as peer support for trans and non-binary young people

Daniel Marshall and Ben Hegarty (Deakin University) on

Minus 18: a case-study in histories of queer youth uses of communication technologies

Jonathan Mavroudis (Swinburne University of Technology) on

Shirtless selfies and young gay men’s identity formation practices

Ivy McGowan (Australian Research Centre in Sex, Health and Society, Latrobe University) on

Targeting (successful) research recruitment: Lessons from LGBTIQ digital activist cultures

Panel discussion (including presenters and members of the Queer Generations team):

Reflections on sexual citizenship and the emergent relationship between growing up queer and contemporary media practices

This event is presented by Swinburne University of Technology Social Media Research Group, Family Planning Victoria, the Queer Generations research project and the Australia Forum for Sexuality, Education and Health (AFSEH).

Please RSVP here.

Further information please contact Tinonee Pym: tpym@swin.edu.au

Image credit: https://www.flickr.com/photos/celesteh/

Sexuality, Citizenship and Youth – WA workshop

In partnership with the Australia Forum on Sexuality, Education and Health (AFSEH) and the WA Sexual Health and Blood-borne Virus Applied Research and Evaluation Network (SiREN), we are pleased to invite you to our second Western Australian workshop event. Join us for a late afternoon tea followed by a fun and stimulating discussion with speakers from across WA and Australia!

This event, which will take place at Shenton Park, is targeted at health and education professionals, teachers, researchers, policy makers and community leaders who are working to fuel progress in the fields of sexuality, education and health. The workshop will be an opportunity to gain insights into these issues and more; expand your professional development, and network with like-minded professionals.

The workshop will commence at 5pm for food and networking, followed by presentations commencing at 5.45pm.

Presenters:

Peter Aggleton (UNSW Sydney).

Roanna Lobo (Curtin University; SiREN).

Rob Cover (University of Western Australia).

Mary Lou Rasmussen (Australian National University) – Changing LGBTQ Youth Social Policy since 1990.

Kai Schweizer (Peer educator, Youth Affairs Council of WA) – Trans representation in the contemporary Western media.

Daniel Marshall (Deakin University) – Archives and the representation of queer young people.

Leigh Hill (editor, Out in Perth) – Role of LGBTQ community media for young people.

Renee Newman (WAAPA) – Filmmaker and director of film It’s Not Just Me, Renee will be discussing and introducing the film with focus on young people’s gender transition experiences in Western Australia.

Sam Winter (Curtin University) – Discussant.

To RSVP or for more information please email siren@curtin.edu.au.

Please RSVP by 1 December for catering purposes

Call for Papers: Journal of LGBT Youth ‘Still Queering Elementary Education’

Still Queering Elementary Education

Journal of LGBT Youth Special Issue Editors: Dr. James Sears & Dr. Kristopher Wells
Eighteen years ago, shortly after the tragic murder of Matthew Shepard, the landmark book “Queering elementary education: Advancing the dialogue about sexualities and schooling” (Letts & Sears, 1999) was published with critical attention. At the time, even the word “queer” was viewed as controversial and contested as the field of LGBT educational studies challenged everyday taken-for-granted heteronormative assumptions about teaching, curriculum, childhood, gender, race, and the construction of family. This groundbreaking collection contained 22 essays, which explored foundational questions such as “What does it mean to teach queerly?”; “Why discuss sexuality in elementary schools?”; “What is a family?”; and “Who makes a girl or a boy?”. During the 2008 presidential contest, the book continued to draw focused attention when a written endorsement by Bill Ayers (featured on the book’s back cover) was associated with a Right Wing conservative attack on the Obama campaign.
 
While the study and field of elementary education has gradually progressed into more nuanced and complex investigations examining the normalizing processes of sexuality and gender, there still remains a paucity of critical scholarship focused on the primary schools as foundational to the construction and regulation of (hetero)sexualities and binary gender identifications. This is especially evident with recent increased interest and awareness of transgender children who are becoming much more visible and vocal at younger ages in primary schools. How are elementary educators and administrators responding to this “gender revolution”? How do elementary schools operate as critical sites for the production and regulation of sexuality, gender, and the promotion of childhood innocence? How are teachers implicated in or complicit with these normalizing discourses? How do students understand and do gender? How do they creatively resist and redeploy these identity-constituting practices? At what costs? Under what historical, social, cultural, and political conditions are discourses of sexuality and gender circulated and (re)produced? What are the impacts of hegemonic masculinities and femininities and possibilities for students to be and act otherwise? How might we continue to queer elementary classrooms and teaching practices to create spaces of immense hope and possibility to live beyond the gender binary?
 
This special double issue invites papers examining these and other questions to explicate the current state of the field of elementary education and LGBT issues worldwide. How far have we come as a discipline? What are the continued absences, barriers, and silences? Where does the field need to go to continue to advance the dialogue and bring forth meaningful change?
Abstracts are due April 30, 2017.
 
For more details (including deadlines), please visit: http://explore.tandfonline.com/cfp/beh/journal-lgbt-youth-education