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En este artículo se estudia la representación discursiva de las identidades no normativas en un producto paradigmático de la industria mediática colombiana, la revista SoHo. Las preguntas que guiaron esta investigación fueron: ¿Cómo la revista SoHo (1999–2014) representa a las mujeres trans y a las masculinidades no normativas, en particular al metrosexual?; ¿qué estrategias discursivas son usadas para construir dicha representación?; y, ¿cómo la revista SoHo contribuye a cuestionar o fortalecer la cisheteronormatividad? Se sostiene que en SoHo se construye discursivamente a dichos individuos desde una mirada espectacularizante, reivindicando la cisheterosexualidad como natural y normal, y la masculinidad como propia del cuerpo del hombre cisgénero. Para demostrar lo anterior, se examinaron las estrategias discursivas utilizadas para construir dichas identidades a través de un enfoque interdisciplinar que combina los estudios culturales (latinoamericanos) y de género/queer con la lingüística queer. Este trabajo es un aporte para nuevas investigaciones en torno a la representación de las identidades sexo-genéricamente marginalizadas en la industria mediática colombiana.

Cisgender and heterosexual norms permeate every level of language classrooms, from textbooks to classroom discourse to teachers' actions, constraining queer/trans learners' ability to be themselves. Yet queer/trans and non-queer/trans learners alike may challenge cisheteronormativity within the language classroom and create new possibilities. We investigate the possibilities of queer/trans learners' agency within these normative structures by bringing together three cases from larger separate projects, examining the context and actions of learners in each setting as they attempt to queer their classrooms to make them habitable. Drawing from Ahmed's queer phenomenology, we analyze the devices that orient students to classroom cisheteronormativity, actions that students and their accomplices may take to breach these norms, and the reactions to and potential of such breaches within the L2 classroom context. We find that orienting devices, including curricular representation, language use, and grading practices, convey implicit and explicit messaging that can limit expressions of gender and sexuality. Yet queer breaches, when not subject to straightening, can lead to new classroom possibilities for expression, playfulness, and identity validation. We conclude by considering the implications of this analysis for practice. [ABSTRACT FROM AUTHOR]

Art practices occupy a space of liminality within academia, being valid, appropriate to illustrate questions and discourses in social sciences and humanities, and not sufficient in mainstream academia to assert what art foregrounds as ‘knowledge’. So, what happens when art has something to claim through non-academic methods of inquiry? Even more complicated, what happens when art allows putting forward theoretical hypothesis involving the immateriality of affect? Departing from a practice-led research focusing on the endurance of white, cisgender, and heteropatriarchic impositions, as well as the ways these impositions materialise themselves on the body, this paper explores the possibilities of Fucking with grammar, a writing method developed throughout the writing of my PhD research. Linguistics has been stretched for centuries by QUILTBAG individuals — queer and questioning, unsure, intersex, lesbian, transgender and two-spirit, bisexual, asexual and aromantic, gay and genderqueer; swardspeak, lavender, and code-switching all entail ways of reshaping and creating language as response to socio-political necessities, camouflage, or simply to access a jargon that can be more faithful to practices and embodiments of the group creating it. However, there is a different kind of reclaiming emerging, when performance artist, actress, and activist Linn da Quebrada utters “I am a cisgender woman with one breast and a penis,” she is committing the kind of epistemic disobedience that undoes epistemology. Here, I focus on disobediences that bring western epistemologies to collapse. These challenges that contribute to what Denise Ferreira da Silva calls “the end of the world as we know it” (2014). To end what ‘we’ know requires a different ‘how’, it entails methodological deployments that help bringing into crisis academic hierarchies regarding [research] corroborability. Questioning after Audre Lorde: how does one make tangible the immeasurable and unpredictable without being averted and undercut by the tools still sustaining the master’s house? The approach I propose here is Fucking with grammar. Fucking with is associated with messing with someone; fuck you or fuck me is negatively perceived; in sex, ‘fuck you’ or ‘fuck me’ is one-sided — the act of fucking should be fucking with, because even when saying ‘I want to fuck you’ it is still necessary more than one person for this ‘fucking’ to actually happen. Similarly, in English, the correct preposition following the verb ‘to dream’ is ‘of’ or ‘about’, which makes absolutely no sense: because when one is dreaming, one is embedded in a withness that ‘of’ or ‘about’ cannot account for. This piece shares how I fuck with grammar within a practice-led PhD research: applying Portuguese and Turkish grammar structures to English, generating verbs or nouns out of adjectives and vice versa[s]. Fucking with grammar is a mode of surpassing some of language’s limitations when speaking of that which is immaterial; it is a semantic slap in the face calling for decolonisation of one’s immediacy of logic when assuming typos and linguistic ignorance within writings not following English normativities. I t is a method that contributes to a broader challenge to formats sustaining hierarchies around what is considered ‘academic’ research.

A critical discourse analysis of South Africa's Life Orientation Comprehensive Sexuality Education Scripted Lesson Plans for grades 8 to 12 reveals its complicity in perpetuating epistemic ignorance (Alcoff, 2007) regarding gender and sexual diversity. Epistemic ignorance refers to the active production of ignorance by dominant groups as a mechanism for perpetuating oppression and marginalisation of non-normative identities and knowledges (Tuana, 2006). Despite claiming inclusivity, the curriculum systematically erases, distorts, and excludes representations of non-cisgender, non-heterosexual identities and experiences. Simultaneously, it reproduces heteronormative narratives and hegemonic gender ideologies that serve to maintain patriarchal power structures and the subordination of girls and women (Steyn, 2015). The findings uncover how the curriculum upholds cisheteronormative dominance and gender/sexual inequalities through: (1) incessant framing of content within the male/female binary; (2) representations of biological processes and contraceptives that position femininity as passive and subservient; and (3) superficial inclusion of LGBTQIA identities that lack substantive engagement with their lived realities. Overall, the text exemplifies how institutionalised curricula can perpetuate epistemic ignorance by actively producing "unknowings" (Tuana, 2006) that marginalise oppressed groups and uphold inequitable power relations, even under the guise of promoting inclusion. [ABSTRACT FROM AUTHOR]

In this paper, the author explores some of the issues associated with teaching about compulsory heterosexuality and schooling in an undergraduate sociology programme. Using a novel approach to gathering data, the article analyses the stories students submitted about themselves or others who were counter normative in terms of gender and sexuality in school. Informed by the work of Ahmed and Foucault, this article explores what kinds of gendered and sexualised subject positions become possible through the stories of students, and how are these subject positions interpellated and constituted relationally? Despite progressive legislation, queer activism and the significant visibility of gender and sexuality counter-normative identities in the South African media, the analysis highlights that students' position school attending queer youth as (1) stereotyped caricatured subjects, (2) objects of fear and (3) subjects of violence. These subject positions serve as straightening devices that interpellate queer school attending youth as unfamiliar, not belonging and unworthy and therefore requiring change. Insights from this article can inform the research and practice which is pivotal to addressing cisheteronormativity not only in schools but cultural ideas, norms and practices too. [ABSTRACT FROM AUTHOR]

Art practices occupy a space of liminality within academia, being valid, appropriate to illustrate questions and discourses in social sciences and humanities, and not sufficient in mainstream academia to assert what art foregrounds as ‘knowledge’. So, what happens when art has something to claim through non-academic methods of inquiry? Even more complicated, what happens when art allows putting forward theoretical hypothesis involving the immateriality of affect? Departing from a practice-led research focusing on the endurance of white, cisgender, and heteropatriarchic impositions, as well as the ways these impositions materialise themselves on the body, this paper explores the possibilities of Fucking with grammar, a writing method developed throughout the writing of my PhD research. Linguistics has been stretched for centuries by QUILTBAG individuals — queer and questioning, unsure, intersex, lesbian, transgender and two-spirit, bisexual, asexual and aromantic, gay and genderqueer; swardspeak, lavender, and code-switching all entail ways of reshaping and creating language as response to socio-political necessities, camouflage, or simply to access a jargon that can be more faithful to practices and embodiments of the group creating it. However, there is a different kind of reclaiming emerging, when performance artist, actress, and activist Linn da Quebrada utters “I am a cisgender woman with one breast and a penis,” she is committing the kind of epistemic disobedience that undoes epistemology. Here, I focus on disobediences that bring western epistemologies to collapse. These challenges that contribute to what Denise Ferreira da Silva calls “the end of the world as we know it” (2014). To end what ‘we’ know requires a different ‘how’, it entails methodological deployments that help bringing into crisis academic hierarchies regarding [research] corroborability. Questioning after Audre Lorde: how does one make tangible the immeasurable and unpredictable without being averted and undercut by the tools still sustaining the master’s house? The approach I propose here is Fucking with grammar. Fucking with is associated with messing with someone; fuck you or fuck me is negatively perceived; in sex, ‘fuck you’ or ‘fuck me’ is one-sided — the act of fucking should be fucking with, because even when saying ‘I want to fuck you’ it is still necessary more than one person for this ‘fucking’ to actually happen. Similarly, in English, the correct preposition following the verb ‘to dream’ is ‘of’ or ‘about’, which makes absolutely no sense: because when one is dreaming, one is embedded in a withness that ‘of’ or ‘about’ cannot account for. This piece shares how I fuck with grammar within a practice-led PhD research: applying Portuguese and Turkish grammar structures to English, generating verbs or nouns out of adjectives and vice versa[s]. Fucking with grammar is a mode of surpassing some of language’s limitations when speaking of that which is immaterial; it is a semantic slap in the face calling for decolonisation of one’s immediacy of logic when assuming typos and linguistic ignorance within writings not following English normativities. It is a method that contributes to a broader challenge to formats sustaining hierarchies around what is considered ‘academic’ research. [ABSTRACT FROM AUTHOR]

This essay intends to share perspectives that constitute, in multiple and contingent forms, a transfeminist enunciation locus in Latin America. Seeking approximations with decolonial and trans+feminist studies, in their relations with issues of gender identities and expressions, sexualities and bodily diversities, the perspectives we share are related to different geopolitical contexts in the region and, despite a situated emphasis on the Brazilian context, we attempt to delineate epistemic, political, economic and affective closeness for trans, travesti, non-binary lives throughout 'Latin American' territories. We are interested in working, from our travesti anthropofagies (Silva, 2018), with concepts such as decoloniality, cistem-world and cisheteronormativity, instrumentalising them in the sense of a broader transfeminist contribution than one merely linked to the realm of its 'specific issues'. These approximations and interests converge in confronting historical contexts of growing conservatism, both general and specific to issues of gender identities and expressions, sexualities and bodily diversities, while a variety of resistance possibilities emerge across academic, institutional and social movement spheres. We will try to outline, from some episodes in the recent period, some strategies, propositions and confrontations which could be related to transfeminist theories and practices, as well as the political obstacles presented by our regional contexts. [ABSTRACT FROM AUTHOR]

The problematics of social and academic participation for gender diverse and LGBTQI+ youth in school communities is highlighted by the stigmatising relational dynamics which often become the dominant narrative in educational domains. This paper discusses the creation of a critical literacy/media product which arose from a year 7 level curriculum project in which students were invited to seek solutions to address a problem about which they cared. In 2021 a group of Australian secondary school students undertook an investigation into gender diversity and LGBTQI+ inclusion. In partnership with teachers and pre-service teachers they co-designed an animation on gender identity opening up wider discussion of 'orientations and dispositions' and generating critique around issues of social justice, democracy, equality and inclusion in and out of the classroom. [ABSTRACT FROM AUTHOR]