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In this article the author presents his reflection on the framing of mass queer television as a technology within the cultural politics of gender and sexuality; and, next, discusses the mass production of these representations in terms of the mass production of modes of intelligibility of LGBT subjects. To narrow the argument, he focuses his discussion on the representation of queer youth on television as a way of considering some of the specific features of this mass production.

During the 1979 Victorian state election, fundamentalist Christian groups such as the Citizens Against Social Evil launched a public campaign against the inclusion of homosexual content in secondary school education. And, on March 19, 1979, the Minister of Education's office sent out an order to all secondary school principals directing them "to ensure that copies of books seeking to foster homosexual behaviour are not available to children". Thirty years later, and at another Victorian state election, people see a different Minister of Education campaigning on an agenda that includes an increased focus on, and support for, sexual and gender diversity in education. This historical contrast raises a number of key questions too large for full discussion, including how can one describe the history of developments in ideas about sexuality and education in Victoria? What dominant ways of knowing sexuality and education have emerged through this history? And, what have been the implications of these emergent knowledges and their attendant practices on the contemporary conjunction of sexuality and education? In order to begin exploring these large and complex questions from the perspective of a more confined set of interests, the author reflects on the disciplinary basis of the contemporary teaching of sex and sexualities in Victorian schools. In particular, he argues for an interdisciplinary approach to the teaching of sex and sexualities education which foregrounds historical curriculum content and he uses this argument as a way to speak to broader questions that are raised by the shifts in sex and sexualities education since 1979. (Contains 9 notes.)

The article offers the author's insights on the queer representation on television in North America, Great Britain, and Australia. Topics discussed include the importance of representation for the recognition of gays and lesbians, the evidence of increased social justice and equity, and the cultural politics of representation.

An introduction is presented in which the authors discuss various reports within the issue on topics including the use of queering analytic as a way of rereading and recognizing place, understanding young people's arts practice as a mode of civic participation, and queer television.

The article examines the history of developments in concepts about sexuality and education in Victoria. It explores an interdisciplinary methodology to the teaching of sex and sexualities education which highlights the historical curriculum content and questions the shifts in sex and sexualities education since 1979. It utilizes the Foucauldian techniques of analysis to analyze the emergence of health or student wellbeing as the vital discursive form wherein sexuality is directed as the proper work of schools. It discusses the contemporary pedagogical practices in the field of Australian sexualities education which have arisen out of specific historical challenges in Australia for gay and lesbian human rights and for anti-homophobic schooling.