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[pt] Como parte das políticas de formação continuada do MEC, a Universidade Federal do Rio de Janeiro vem desenvolvendo o Projeto Diversidade Sexual na Escola, que tem como ação principal um curso de extensão intitulado Identidades de Gênero e Diversidade Sexual na Escola, que envolveu, em 2010, mais de 350 profissionais de educação da rede pública do Rio de Janeiro. Fazia parte da própria metodologia do curso incentivar os/as educadores/as cursistas a realizarem atividades pedagógicas que trabalhassem a questão da diversidade sexual e de gênero. Pretendemos, neste trabalho, analisar registros que tratavam dos ambientes escolares e das atividades pedagógicas em si, tendo a análise de conteúdo como metodologia. Quais os caminhos didático-pedagógicos encontrados/construídos por educadores/as no desenvolvimento de atividades que trabalhassem diretamente a questão da diversidade sexual e de gênero na escola? Quais oportunidades e limites podemos encontrar em cada um destes caminhos? A pesquisa não pretendeu produzir uma prescrição, mas levantar apontamentos a partir das experiências, procurando uma interlocução com a literatura acadêmica - especialmente Foucault, Butler, Louro, Candau, Junqueira e Freire. Analisamos os registros que tratavam sobre o ambiente escolar a partir das categorias: sujeitos, relações e ação institucional. Quanto às atividades pedagógicas, foram organizadas tendo em vista o percurso que cada educador/a escolheu para chegar à discussão sobre gênero e sexualidade, organizadas nos seguintes grupos: gênero, família, violência, sujeitos e integradas. A pesquisa evidencia que, se não há caminho certo, o que ainda há é um longo caminho a ser percorrido, não apenas na desconstrução das violências e desigualdades de gênero e sexualidade na escola, mas na construção de uma pedagogia que tenha o reconhecimento da diferença como meio e objetivo. / [en] As part of the Ministry of Education s policy for continuing education, the Federal University of Rio de Janeiro has been developing since 2005 the Sexual Diversity at School Project, which main action the extension course Gender Identity and Sexual Diversity at School. The course involved in 2010 more than 350 education professionals from the public system in Rio de Janeiro. It was part of the course methodology to encourage participants to promote educational activities in their school contexts, that specifically manage the issue of sexual diversity and gender. These activities should be recorded in notebooks that have become our primary research material. In this research we intend to review the records which cover the school environment and the educational activities, using the content analysis as methodology. What are the pedagogical-didactic paths found / built by these educators in the development of activities that covered directly the issue of sexual diversity and gender in school? What opportunities and limits can be found in each of these ways? The research did not intend to produce a prescription, but to raise notes from experiences, seeking a dialogue with the academic literature - especially Foucault, Butler, Louro, Candau, Junqueira and Freire. We analyzed the records about the school environment from the categories: subject, relationships and institutional action. The educational activities were organized considering the route that each educator chose to get the discussion on gender and sexuality, organized into the following groups: gender, family violence, subjects (individuals) and integrated. The research shows that if there is no one right way, there is still a long way to go, not only in the deconstruction of gender and sexual inequalities and violence in school, but in the construction of a pedagogy that has the recognition of difference, the promotion of critical thinking and the overcoming of inequalities as its means and goal.

This thesis is a Minor Field Study carried out in Cape Town, South Africa, during March - May 2022. South Africa is suffering a high level of sexual and gender-based violence. LBGTQI people are extra vulnerable when it comes to sexual and gender-based violence, especially when it comes to corrective rapes. The aim of study was therefore to investigate how people from the LGBTQI community in South Africa understands the problem with sexual and gender-based violence and how they perceive that the Government is addressing these issues. To answer our three research questions, we used focus group interviews to gather data. Our research shows that the sexual and gender-based violence is a widespread phenomenon and is affected by intersectional inequalities. Even though South Africa by law has forbidden any discrimination based on sexuality after abolishing the Apartheid regime, there still seems to be a gap between what the Government is constituting and what the citizens, institution, and society values.

Sexual minority men are at an increased risk for negative outcomes, including mental health disorders, suicide, substance abuse, and sexual risk behaviors. Internalized Homophobia (IH), roughly defined as sexual orientation-related self-hatred among gay men, has been linked to these outcomes. Since its publication in 1983, the predominant measure of IH used in psychological research has been the Nungesser Homosexual Attitudes Inventory (Nungesser, 1983). The scale is potentially dated, and there is a relative paucity of investigation into its psychometric properties; findings derived through its use may be in question. The current effort describes two studies designed to address these concerns. Study I includes a principal components analysis of the scale using data obtained from an internet sample (N = 486), resulting in suggested revisions for the broader scale, and proposed brief versions of the Self and Disclosure subscales. Study II used data obtained from a second internet sample (N = 884) to further evaluate scale structure and properties. Analyses include confirmatory factor analyses of the original scale, Shidlo's revised version (1994), the suggested alternative, and the Brief Self and Disclosure scales proposed in Study I. Of the three versions of the overall scale, the suggested alternative proposed in Study I exhibited the most favorable fit and highest item loadings. Internal consistency for the suggested alternative was equal to that of the larger NHAI and Shidlo-revised scales. External validity was evaluated through correlations with mental health and suicide, substance use, sexual risk, and orientation-based victimization. Strong results in the expected direction were found only in the instance of mental health, with negative attitudes towards homosexuality being associated with increases in depression and anxiety scores as measured by the Hospital Anxiety and Depression Scale. The suggested scale alternative and Brief Self and Disclosure scales performed similarly to the more extensive NHAI and Shidlo-revised scales, leading to a recommendation for their use in research. Finally, findings from the current effort are discussed in relation to the broader social context impacting the lives and development of sexual minority men. / Psychology

No / While terrorism has become a major topic of discussion and analysis in the academy and in the policy making of Australian institutions, it rarely affects the everyday life of Australian citizens. Yet for some groups, in terrorem is a way of life¿particularly for those whose lives are performed under social and political spotlights. At the core of the limitations imposed on certain groups in Australia is the use of language to police the behaviours of these groups, and to create a social environment that makes the hiding one¿s identity the most effective mechanism to avoid terror. In this paper, I analyse the linguistic themes and forms used in hate violence as way to illustrate the impact of in terrorem on gay men, lesbians and Jews, and suggest alternative means by which to regulate the harm caused by vilification.

This thesis focuses primarily on homophobia and how it plays a role in the construction of queer identities, specifically in graphic novels and comic books. The primary texts being analyzed are Alan Moore's Lost Girls, Frank Miller's Batman: The Dark Knight Returns, and Michael Chabon's prose novel The Amazing Adventures of Kavalier and Clay. Throughout these and many other comics, queer identities reflect homophobic stereotypes rather than resisting them. However, this thesis argues that, despite the homophobic tendencies of these texts, the very nature of comics (their visual aspects, panel structures, and blank gutters) allows for an alternative space for positive queer identities. / by Michael Buso. / Thesis (M.A.)--Florida Atlantic University, 2010. / Includes bibliography. / Electronic reproduction. Boca Raton, Fla., 2010. Mode of access: World Wide Web.

In 2012 clashes between Catholic canonical law and Canadian common law regarding sexual minorities continue to be played out in Canadian Catholic schools. Although Section 15 of the Canadian Charter of Rights and Freedoms ensures same-sex equality in Canada, this study shows that some teachers in Alberta Catholic schools are fired for contravening Catholic doctrine about non-heterosexuality, while Ontario students’ requests to establish Gay/Straight Alliances are denied. This study seeks to uncover the causes and effects of the long-standing disconnect between Canadian Catholic schools and the Charter by comparing the treatment of and attitudes towards lesbian, gay, bisexual, transgender and queer (lgbtq) teachers and students in publicly-funded Catholic school systems in the provinces of Alberta and Ontario. I employ a multi-method qualitative research framework involving: 1) semi-structured interviews with 20 participants (7 current and former teachers and 13 former students), 18 of which are re-presented as condensed narratives; 2) media accounts that illustrate the Catholic schools’ homophobic environment; and 3) two key Alberta and Ontario Catholic policy and curriculum documents. The central question driving this study is: How does power operate in Canadian Catholic schools? Is it exercised from the top down solely, or are there instances of power rising up from the bottom as well? To answer this question, I draw upon the critical theories of Gramsci (1971), Althusser (1970/2008), Foucault (1975/1995), and Giroux (2001) in order to explain the phenomenon of “holy homophobia” in Canadian Catholic schools. The chief finding of this study is that contradictory Catholic doctrine on the topic of non-heterosexuality is directing school policy and practice regarding the management of sexual minority groups in Alberta and Ontario Catholic schools, positioning these schools as potential hotbeds for homophobia. Hopefully, this thesis can one day serve as a resource for anti-homophobia education researchers and practitioners, school administrators, educators and students who are interested in eliminating religiously-inspired homophobia in school settings.