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This article looks at transgender media representations from the aspect of press regulation which is so far under-researched. Placing the analysis within the fragmented post-Leveson UK press landscape, it examines the two UK press watchdogs' provisions relating to transgender reporting. The study evaluates IPSO's and IMPRESS' editorial standards through the lens of queer legal theory, offering a fresh perspective on the key role of these bodies in establishing (trans)gender 'outsiders' and 'insiders' in the ongoing trans rights debate of which the press forms a key part. It is argued that, although both regulators have taken steps to tackle trans-discriminatory reporting, IMPRESS' approach seems to strike a more constructive balance between freedom of expression and trans people's rights than IPSO. The paper concludes by making recommendations for both press regulators to address the complexities of trans issues and tackle the discursive harm of transgender media 'othering' more effectively. [ABSTRACT FROM AUTHOR]

Since 2008, thousands of young Galician graduates have left their country looking for the job opportunities they cannot find at home, with the UK (particularly London) as their main destination. A noticeable feature of this movement is the increase of women migrants, who have sometimes occupied unskilled, low-paid jobs despite their university qualifications. Starting in the second decade of the 21st century, a corpus of narrative texts written by Galician women authors (Alba Lago, Anna R. Figueiredo, María Alonso, and Eva Moreda) has given visibility to these experiences. Lago's, Figueiredo's, and Alonso's characters express anger and frustration as a way of denouncing the precariousness of their situation and the material conditions that led to their departure from Galicia. Combining different theoretical approaches from migration studies (Morokvasic; Nail; Kędra), criticism of global neoliberalism (Bourdieu; Bauman; Sassen), and affect theory (Ahmed), I propose an analytical framework for reading these texts as expression of a "poetics of expulsion" with four thematic axes: expulsion, exploitation, (dis)connection, and repossession. I finish by considering Moreda's novel as illustrative of a different view of migration, focusing on the migrant's agency and on migration as a personal choice (Silvey and Lawson). [ABSTRACT FROM AUTHOR]

This article evaluates regulatory responses to stereotypical gender portrayals in advertising in the UK before and after the 2019 changes in the Advertising Standards Authority's (ASA) harm and offensiveness framework. It systematises for the first time the ASA's rulings in this territory and brings a new perspective in its modern practice by examining it within Deaux and Lewis' theoretical framework on the multicomponent structure of gender stereotypes. We argue that the ASA's new rule and guidelines represent a missed opportunity to take bolder steps against ads that objectify or inappropriately sexualise individuals and are not sufficiently attentive to the multi-faceted nature and fluidity of modern gender identities. We conclude by making recommendations for improving the effectiveness and implementation of the ASA's guidance on the depiction of gender stereotypes. [ABSTRACT FROM AUTHOR]

While law and literature written for adults is a long-established field, there is a paucity of research focusing on texts written for young people. Even more so, however, is a dearth in research on texts with queer characters and how those texts connect with the latter. My work aims to understand the relationship between law and youth literature's representations of queer identities. This article provides a literature review of these emerging areas, connecting them with debates surrounding Section 28 legislation in the UK, a law that was spurred by queer children's literature and which effectively silenced queer identities in schools and libraries across the UK. Finally, this article offers possible pathways forward. [ABSTRACT FROM AUTHOR]

In this paper we describe a UK-based participatory action research project that looks beyond the discourse of tolerance to investigate and challenge heteronormative processes in primary schools through reflective action research. This 28-month ESRC-funded project supports 15 primary teachers working in schools in three regions of the UK to develop action research projects that address lesbian, gay, bisexual and transgender equality in their own schools and classrooms. In this paper we will examine how the original principles on which the project design was based have manifested themselves throughout the course of the project, drawing upon examples of classroom practice and reflective discussions among project team members. We will explore how designing intentionally for collective participation has produced spaces for people to do and think in ways that have not only gone beyond what we imagined but have also challenged and sometimes contradicted our own ways of thinking. [ABSTRACT FROM AUTHOR]

This paper analyses patterns of participation on a voluntary anonymous Web-based discussion forum, open to students and faculty in one UK university, concerning sexualities equality in schools. Analysis revealed that participants often rejected the security of anonymity and strategically embodied themselves and others (as gay, straight, parents, etc.) to provide authority and ethical grounding for certain arguments. These embodied arguments invited engagement and promoted dialogue. We found that while personal embodiments were crucial for meaningful interaction, they also brought the risk of personalizing systematic inequality and fostering a victimization discourse. In the light of this, we argue that both individual and collective perspectives are crucial for promoting sexualities equality in school. [ABSTRACT FROM AUTHOR]

This paper arises from an online discussion project in the United Kingdom, funded by the Nuffield Foundation, in which higher education students and staff were invited to respond to a series of statements about sexual orientation in the context of schooling. This paper suggests that the silence of relative non‐participation may have been exacerbated by other levels of silence operating within the wider social, political and educational context of the project. Analysis of data from the web forums revealed the perception of children as asexual beings, the sexualisation of homosexuality, and a tendency to separate the public and private domains. We also found some political correctness reflecting the legitimised diversity discourses operating within the university context without necessarily addressing the more uncomfortable questions behind them. Participants also imagined anxieties on the part of parents, teachers or pupils and diverted the discussion to other topics of concern, which may have served to protect them from direct engagement with the issues under discussion. In combination, we suggest that these factors create multiple layers of silence that serve to support the construction and maintenance of heteronormativity as well as demonstrating the power of the heterosexual matrix in action. [ABSTRACT FROM AUTHOR]