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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.

This article examines the discursive representation of nonnormative identities in a paradigmatic product of the Colombian media industry, SoHo magazine. The questions that guided this research were as follows: How does SoHo magazine (1999–2014) represent trans women and nonnormative masculinities, particularly metrosexuals? Which discursive strategies does it use to construct that representation? and How does SoHo magazine contribute to questioning or strengthening cis-heteronormativity? In SoHo, nonnormative masculinities are discursively constructed from a spectacular perspective, claiming cis-heterosexuality as natural and normal and masculinity as typical of the cisgender man’s body. To demonstrate this, the article examines the discursive strategies used to construct these identities through an interdisciplinary approach that combines (Latin American) cultural and gender studies with queer linguistics. The article is a contribution to new research on the representation of marginalized sex and gender identities in the Colombian media industry. [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]

The rise of neo-liberal governments and ultra-conservative movements has been reinforcing cisheteronormativity and racism, thus generating inequalities and inflicting even more lethal risks and suffering upon minorities. Conjuring the imposition of austerity regimes, limitations on State action and the emptying of social property in favor of self-responsibility for managing one's own life and health, the issue of differences started being forged as a point of instability and threat to such political and economic premises and purposes. One of the consequences is the widespread circulation of discourses filled with hate and contempt for diversity. This study aimed to understand how discourse intersections are established between markers of difference and the liberal rationale in terms of economy and the conservative rationale in terms of customs, focusing on the (dis)articulation surrounding the precariousness of diverse parenthood and conjugalities. The results of this study point out that the larger democratic density of a given society or sociocultural relationship, the greater the possibilities of positively affirming otherness and difference, which are important foundations for health care, and citizen (racial, sexual, gender and environmental) rights. [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 study aims to problematize the school experiences of five students who escape the cisheteronormative models of gender and sexuality. We use as a theoretical-methodological contribution the contributions of feminist studies, gay studies and Queer Theory, focusing our approach to these fields in a poststructuralist perspective. The present investigation had a qualitative approach and the data were constructed from the narrat ive interview and the notebook of memories. It is possible to say that in early childhood education and elementary education, the school experiences of the protagonists of this research are built from negative references that place them in subordinate positions. With the arrival of high school, these students were able to connect with stories, spaces and narratives that produce forms of intelligibility for their belonging groups, while reaffirming and re -signifying their identities. [ABSTRACT FROM AUTHOR]

Inspired by Foucault's archaeological proposal and by the urgent need to debate structural cissexisms, this article aims to discuss implications of Freudian and Lacanian psychoanalytic theory in supporting the idea that neurosis is only established with the cisgender and heterosexual division. Excerpts from psychoanalysis were discussed in the production of cisheteronormative discursive conjunctions, and in the production of problematizations of the binary, cisgender and heterosexual normality. Finally, were discussed contemporary uses of the first Freudian topography on the website Escola Sem Partido were discussed, used to attack what is called gender ideology in the same website. Results point out that contemporary uses of psychoanalysis, especially the first Freudian topography, corroborate with the maintenance of binary, cisgender and heterosexual normality; as well as products of psychoanalysis itself that expand the possibilities of identity, such as Lacan's mention of the possibility of a third sex, the Lacanian critique of the Freudian conduct of the Dora case, and the Lacanian proposition, contrary to Aristotelian domestic economy, that the sexual relationship does not exist. [ABSTRACT FROM AUTHOR]

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Copyright of Educación Física y Ciencia is the property of Universidad Nacional de La Plata and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)