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Homophobic bullying and human rights : non-deficit approaches in queer youth wellbeing policy and practice

Marshall, Daniel 2008, Homophobic bullying and human rights : non-deficit approaches in queer youth wellbeing policy and practice. In Newall, Christopher and Offord, Baden (ed), Activating human rights in education : exploration, innovation and transformation, Australian College of Educators, Deakin West, A.C.T., pp.95-106.

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Title Homophobic bullying and human rights : non-deficit approaches in queer youth wellbeing policy and practice
Author(s) Marshall, DanielORCID iD for Marshall, Daniel
Title of book Activating human rights in education : exploration, innovation and transformation
Editor(s) Newall, Christopher
Offord, Baden
Publication date 2008
Chapter number 9
Total chapters 12
Start page 95
End page 106
Total pages 12
Publisher Australian College of Educators
Place of Publication Deakin West, A.C.T.
Summary This chapter is concerned with ways for improving the capacity of school communities to provide queer young people with stimulating educational experiences that productively engage with the realities of their lives and which promote and enhance their wellbeing. By "queer" or "LBGTI" I mean to refer to all of those young people who do not conform to prevailing expectations regarding gender and sexual identity and behaviours, those young people who may be lesbian,gay, bisexual, transgender or intersexual (lGBTI), as well as all of those young people who have an association with gender and sexual diversity (for example, the straight fey boy who gets called a poofta; the teenage girl with lesbian parents, etc.). Methodologically, this chapter draws on a tradition of Foucauldian cultural analysis which acknowledges that gender and sexual identities are not stable or fixed, but that they are generated by influential discourses (e.g. my identity as a "man" in Melbourne today is mediated by contemporary discourses of masculinity, of Australianness, of class and so on) (for example, see Foucault 1984, 1990, 1992 and 1998).

This chapter argues that conventional approaches to school improvement for queer students normally focus on strategies for reducing the victimisation of teenage homosexuals, and that such strategies rely on dominant discourses of safety and bullying. I examine a recent example of this policy approach and use it as a starting point for considering the benefits and the constraints of a victim-based approach to queer youth wellbeing policy. The chapter then moves into a discussion about the recent introduction of human rights legislation in Victoria and how this can assist a move in policy and practice towards a more positive and diffuse engagement with gender and sexual diversity.
Notes Article translated and published in Archivos de Ciencias de la Educacion Journal No.4 2010
ISBN 9781920819989
Language eng
Field of Research 130308 Gender, Sexuality and Education
220104 Human Rights and Justice Issues
Socio Economic Objective 959999 Cultural Understanding not elsewhere classified
HERDC Research category BN.1 Other book chapter, or book chapter not attributed to Deakin
Copyright notice ©2008, Australian College of Educators
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Document type: Book Chapter
Collection: School of Education
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Created: Wed, 07 Apr 2010, 10:18:47 EST by Gerard Brick

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