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Sex education (or the lack thereof) in Kazakhstan: heteronormative propaganda in the curriculum of özin özi tanu/samopoznanie

100%
Arystanbek A.
Gender a výzkum / Gender and Research
|
2021
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vol. 22
|
issue 2
11-27
EN
This qualitative study uses interpretive political and discourse analyses methods to examine how the lack of a sex education policy in the educational curriculum in Kazakhstan and the presence of alternative subjects that focus on the ‘moral’ education of students is connected to the country’s nation-building efforts. Using a feminist critique of gendered nationalism and heteronormativity, the text argues that the lack of comprehensive sex education in the country is consistent with the positioning of women as passive subjects whose bodies are weaponised to delineate cultural and national differences of the group. Kazakhstan’s authoritarian government uses the subjects özin özi tanu or samopoznanie (knowing oneself) taught in schools to normalise standards of hegemonic femininity and masculinity among youth. The study examines the official school curriculum and state-issued textbooks and demonstrates how state policy in Kazakhstan seeks to preserve traditional ideas about gender roles and roots them in the national identity. Considering the authoritarian nature of the regime, existing grassroots organisations/efforts that are currently seeking to offer a comprehensive sex education that is not based on traditional gender roles will face a lack of resources and social backlash and will unable to compete with the state’s gender ideology.
2
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The images of “Rainbow Friday” in liberal and conservative online media

88%
Wróbel M.
Polish Journal of Political Science
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2019
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vol. 5
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issue 4
27-58
EN
Communication in public spaces has a tremendous influence on every single aspect of the society: education, politics, culture. A crucial role in this communication is played by the media which present to the public a precise interpretation and valuation of given information, thus creating specific images of the world. In 2018, “Rainbow Friday” – a social initiative coordinated by the civil rights group Campaign Against Homophobia – has become a widely commented topic which attrcted a lot of from the media. Thanks to the analysis of such publications we can observe mechanisms of creating and consolidating specific world images by the media and to better understand how different world views validate the topic of sexual education. The main goal of this article is to look into the narrations of liberal and conservative media with regard to “Rainbow Friday” and to highlight the connections of those narrations with the already realized researches on the language used to describe people from sexual minorities.
3
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Wymiary intymności w związkach nieheteronormatywnych

75%
Bieńko M.
InterAlia: Pismo poświęcone studiom queer
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2013
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issue 8
4
EN
The aim of the article is to identify and describe the construction of intimacy as a social phenomenon in terms of advanced modernity. The paper attempts to present a variety of conceptual perspectives as well as a range of ideas about intimacies in both public and academic debates. Much of the literature on intimacy involves the taken-for-granted ideological assumption that intimacy can properly work only and exclusively in heterosexual relationships. The main part of the article focuses on the description of qualitative research into the uniqueness of the experience of intimacy in non-heteronormative relationships.
PL
Prezentowany artykuł definiuje i opisuje intymność jako społeczne zjawisko późnej nowoczesności. Jest to próba prezentacji różnych koncepcji i teorii intymności mieszczących się w publicznej i akademickiej debacie. W literaturze poświęconej tematowi intymności w wielu przypadkach z góry zakłada się, że jest ona domeną związków heteronormatywnych. Główna część artykułu poświęcona jest jakościowej analizie empirycznej doświadczania intymności w związkach nieheteronormatywnych
4

Heteronormativity: School, ideology, and politics

75%
Čeplak M. M.
Journal of Pedagogy
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2013
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vol. 4
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issue 2
162-187
EN
This article analyzes discomfort about sexuality expressed in formal education. It draws on Foucault’s analysis of sexuality as a privileged object of biopolitics (the object of regulation, surveillance, and discipline) and the most instrumentalized element in power relations in the Western world. Related to this is also the pedagogization of child sexuality, which even today is still characterized by ambiguities and discomfort. The author concludes that silence about non-hetero-sexualities and the biomedicalization and physicalization of (homo)sexuality are the most common and obvious symptoms of discomfort about (homo)sexuality in Slovenian schools. These manners of treating sexuality are usually interpreted as neutral, but the author interprets them as strategies of conflict avoidance which in fact support a heteronormative social order and (implicitly or explicitly) even legitimize the exclusion of all who cross the boundaries of ‘normal heterosexuality’. They strengthen prejudice, motivate ignorance, and can even be used as an excuse for violence. The article points out that education does not provide a magic formula since it cannot foresee its own effects due to the complexity of social relations and the nature of the education process (e.g. Millot, 1983).
5
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Genre and Literature in the Seventeenth Century: The “Princesse de Clèves” and its Political Stakes

75%
Zoberman P.
Lublin Studies in Modern Languages and Literature
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2019
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vol. 43
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issue 1
DE
Der Band enthält die Abstracts ausschließlich in englischer Sprache.
EN
This article explores the political implications, both at the time and for present-day readers, of the way La Princesse de Clèves calls into question gender norms/roles. Analyzing plots and characters in Lafayette’s text and readers/critics’ reactions in various contexts, it foregrounds the unsettling potential of a text that paradoxically moved from the position of hapax-cum- media-sensation to that of a paradigm of the early-modern novel. By focusing on its continued efficacy in disturbing heteronormative stereotypes, it sheds light on the way literature from before the modern era can contribute to identifying and analyzing queerness and gender dissidence in past historical contexts.
FR
L'article ne contient que des résumés en anglais.
6
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“Gender troubled” – from the production and reproduction of masculinity to the forms of overcrossing gender: Do citizens have sex? The development and usefulness of the sexual citizenship concept

75%
Sitarz W.
Miscellanea Anthropologica et Sociologica
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2017
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vol. 18(2)
129-143
EN
The article is focuses on the sexual citizenship concept. The author begins in the 1990s, starting with David Evans book and then presents crucial theoretical works published afterwards. He also distinguishes two main approaches of understanding the notion discussed in paper. Furthermore, by referring to the English-language literature, the author shows interconnections between the development that took place over the years in the comprehension of ideas such as citizenship, sexuality and human rights. The article also discusses the possibilities and limitations of applying the idea of sexual citizenship in research practice.
7
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Can’t Hear or Won’t Hear: Gender, Sexualities and Reporting Male Rape

63%
Javaid A.
InterAlia: Pismo poświęcone studiom queer
|
2018
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issue 13
31-53
EN
Drawing on heteronormativity and hegemonic masculinity, this paper seeks to unravel the issue of the underreporting of male rape to the police and to the third sector. Critically examining the issue of male sexual victimisation will provide a fuller understanding of it within the police and third sector context. Underpinned by gender theories and concepts and the framework of heteronormativity, I argue that male victims of rape are reticent to engage with the police and voluntary agency practitioners because of hostile, sexist and homophobic reactions, attitudes, and appraisal, particularly from other men in these agencies within England to police masculinities and sexualities. I draw on primary data of police officers and voluntary agency practitioners (n = 70) to illustrate the ways wherein gender and sexualities norms and beliefs affect and shape their understanding and view of men as victims of rape. The data suggests that, when male rape victims report their rape, they are susceptible to a ‘fag discourse’, whereby the police and voluntary agency practitioners are likely to perpetuate language to suggest that the victims are not ‘real’ men, intensifying their reluctance to report and to engage with the criminal justice system. Thus, the police and voluntary agency practitioners’, particularly male workers, masculinities are strengthened through emasculating male rape victims.
8
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Issues of power in relation to gender and sexuality in the EFL classroom - An overview

63%
Pawelczyk J., Pakuła Ł., Sunderland J.
Journal of Gender and Power
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2014
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vol. 1
49-66
EN
Schools in general and classrooms in particular are among society’s primary socializing institutions (Freeman and McElhinny, 1996, p. 261; Adger, 2001). In particular, education, as an institution of Gramsci’s ‘civil society’ (Jones, 2006), can be considered a grassroots space where hegemonic gendered and sexual identities are constructed and regulated. This article looks at the context of the EFL classroom – a discursive space where learners are potentially (re-)constructed in relation to various (gender) roles in society as well as learning the practices, values and rules of a given society at large. In this paper we explore and discuss how the categories of gender and sexuality are represented, (re-)constructed and generally dealt with in this learning environment. We follow Foucault’s (1978, 1979) conceptualization of power as something which “weaves itself discursively through social organizations, meanings, relations and the construction of speakers’ subjectivities or identities” (Baxter, 2003, p. 8) and is enacted and contested in every interaction (see Mullany, 2007). We see power as being produced, reproduced, challenged and resisted in the EFL classroom in connection with the construction of gender and sexuality. The article discusses how views on what/who is ‘powerful’ in the context of the EFL classroom have changed over the years, from the early privileging of textbooks to the currently advocated central role of the teacher in addressing and promoting (or not) traditional and/or progressive discourses of gender and sexuality. Critical pedagogies and queer pedagogies are discussed as offering educators potent insights and tools to deal with heteronormativity and various forms of discrimination in the EFL classroom as well as helpful means for empowering all students by addressing their various identities. It is thus our contention that relationships between gender, sexuality and EFL education are in need of urgent (re)addressing as existing research is outdated, lacks methodological sophistication or is lacking in the Polish context.
9
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The Front Runner Patricii Nell Warren. Coming out, czyli zwycięstwo i koniec tragedii

51%
Świetlicki M.
InterAlia: Pismo poświęcone studiom queer
|
2020
|
issue 15
51-63
EN
Before coming out of the closet and publishing a series of successful gay novels, Patricia Nell Warren was known as Patricia Kilina, wife of a Ukrainian émigré writer George Tarnawsky. Her early poetry, written in Ukrainian, includes numerous references to non-traditional gender roles which she further explored in her anglophone novels. The Front Runner (1974) was published when Warren had already divorced her husband and came out of the closet. It was met with commercial success and became the first contemporary American bestseller about gay love. In this paper, I focus on the mixed reader-response of The Front Runner in the LGBTQ+ community, as well as the role of homophobia and misogyny in Patricia Nell Warren’s novel. I argue that The Front Runner provides readers with a thought-provoking literary representation of the changing social attitudes towards non-binary gender roles and non-heterosexuality right after Stonewall and before the AIDS epidemic.
PL
W niniejszym artykule chciałbym przybliżyć czytelnikom nieznaną w naszym regionie anglojęzyczną twórczość Patricii Nell Warren na przykładzie jej najbardziej znanego utworu The Front Runner (1974), powieści, w której autorka porusza kwestie homofobii i mizoginii w sporcie, jak również różne doświadczenia ujawniania homo-seksualnej orientacji dwóch pokoleń mężczyzn. Biorąc pod uwagę koncepcję potrójnej mimesis Paula Ricoeura, skupię się na relacji między własnym doświadczeniem autorki a narracyjną problematyką powieści, jak również wieloznaczną recepcją utworu wśród przedstawicieli społeczności LGBTQ+. Pragnę pokazać, że w kontekście amerykańskim The Front Runner może pełnić rolę tekstu kultury i medium pamięci, a dla nowych europejskich czytelników stanowić potencjalne źródło pamięci protetycznej, dostarczające literacką reprezentację doświadczenia ujawnienia orientacji homoseksualnej i zmieniających się postaw społecznych wobec niebinarnych ról płciowych i nieheteroseksualności zaraz po zamieszkach w Stonewall i przed epidemią AIDS. Pragnę też zauważyć, że zapoznanie polskich czytelników z prozą Warren może stać się impulsem do queerowej reinterpretacji wcześniejszej poezji autorki Tragedii pszczół.
10
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Knitting – (wo)men’s occupation

51%
Kępa E.
Acta Universitatis Lodziensis. Folia Sociologica
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2019
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issue 70
71-83
PL
Czy mężczyzna, który robi na drutach, wykazuje się dziś odwagą? Tak sformułowane pytanie odsyła do znaczeń przypisywanych dzierganiu, tradycyjnie postrzeganemu jako zajęcie kobiece, wykonywane w przestrzeni prywatnej. W ramach prezentowanego artykułu, odwołując się do przeszłości oraz w oparciu o analizę współczesnych praktyk rękodzielniczych, opisuję proces dekonstrukcji dokonujący się w tym obszarze. Szczególną uwagę poświęcam analizie aktywności mężczyzn, którzy robią na drutach publicznie, naruszając tym samym stabilność znaczeń rozpiętych pomiędzy tym, co męskie i niemęskie, pomiędzy praktyką hegemoniczną i subwersywnymi aktami jej kwestionowania.
EN
Does a man who knits demonstrate courage? The question refers to the meanings attributed to knitting, which has traditionally been perceived as a female occupation performed in private space. In this article, referring to the past and the analysis of contemporary craft practice, I describe the process of deconstruction in this area. I am particularly interested in men knitting in public. The aim of my considerations is to analyze the difference between the meaning of what is male and female in knitting, and between hegemonic practice and subversive acts of deconstruction.
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