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.

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.

Conselho Nacional de Desenvolvimento Científico e Tecnológico / Esse trabalho se desenvolve a partir da identificação de uma trama de atores, discursos e jogos de poder no cenário brasileiro contemporâneo, na constituição de uma nova categoria social para as politicas públicas brasileiras, os adolescentes LGBT. O processo de construção desse adolescente LGBT está articulado a um processo mais amplo de constituição dessa nova população denominada LGBT, como sujeitos de direitos especiais para o conjunto de atores que configuram o Estado brasileiro na sua multiplicidade e contradições. A construção dessa nova categoria social se dá a partir do entrecruzamento de vários atores e múltiplas concepções e moralidades em relação à sexualidade e ao gênero, articuladas a questões ligadas à forma como os jovens são vistos e tratados pelo mundo adulto. O trabalho discute como diferentes atores ligados à formulação e implementação de políticas públicas lidam com esse jovem e que discursos são acionados. A primeira parte do trabalho apresenta um panorama de como a articulação entre diversidade sexual e de gênero e adolescência se apresenta (ou não) em documentos relacionados ao campo dos direitos humanos e políticas sociais, a partir das seguintes áreas programáticas e políticas setoriais: (i) Direitos da Criança e do Adolescente; (ii) Direitos da Juventude; (iii) Direitos da População LGBT; (iv) Direitos Humanos; (v) Saúde; (vi) Assistência Social; (vii) Educação. A segunda parte do trabalho se propõe a acompanhar os embates em relação à articulação entre diversidade sexual e de gênero e adolescência a partir de duas experiências: (i) apresento e discuto a trajetória do Projeto Escola sem Homofobia, ligado ao Ministério da Educação, e a polêmica produzida por sua elaboração, remontando ao conjunto de atores, arenas e disputas que ele envolveu; (ii) a partir da experiência dos Centros de Cidadania LGBT do Estado do Rio de Janeiro, serviços governamentais previstos no Programa Rio sem Homofobia, apresento e discuto o conjunto de discursos e atores institucionais que interpelam e são acionados pelos Centros, a partir das demandas trazidas e/ou relacionadas aos adolescentes. / This work stems from the identification of a network of actors, discourses and power plays in contemporary Brazilian society, the formation of a new social category to Brazilian public policy, the "LGBT teens." The process of constructing this "LGBT teen" is hinged to a wider process of constitution of this new population called "LGBT" as subjects of special rights for the set of actors that shape the Brazilian "state" - in its multiplicity and contradictions. The construction of this new social category starts from the intersection of several actors and multiple conceptions and morals regarding sexuality and gender, articulated to issues regarding the way young people are viewed and treated by the adult world. The paper discusses how different actors linked to the formulation and implementation of public policies deal with these young people and the discourses triggered by them. The first part of the paper presents an overview of how the relationship between sexual and gender diversity and adolescence presents itself (or not) in documents related to the field of human rights and social policies, from the following programmatic and sectoral policy areas: (i) Children and Adolescents rights, (ii) Youth rights (iii) LGBT rights, (iv) human rights, (v) health, (vi) social services, (vii) education. The second part of the study aims to monitor the conflicts related to the relationship between sexual and gender diversity and adolescence based on two experiences: (i) I present and discuss the history of the School without Homophobia Project, linked to the Ministry of Education, and the controversy generated by its development, going back to the set of actors, arenas and disputes that it involved, (ii) from the Centers for LGBT Citizenship of the State of Rio de Janeiro, government services provided in the Rio without Homophobia program, I present and discuss the set of discourses and institutional actors that challenge and are triggered by the Centers due to demands brought up by and/or related to teenagers.

Conselho Nacional de Desenvolvimento Científico e Tecnológico / Esse trabalho se desenvolve a partir da identificação de uma trama de atores, discursos e jogos de poder no cenário brasileiro contemporâneo, na constituição de uma nova categoria social para as politicas públicas brasileiras, os adolescentes LGBT. O processo de construção desse adolescente LGBT está articulado a um processo mais amplo de constituição dessa nova população denominada LGBT, como sujeitos de direitos especiais para o conjunto de atores que configuram o Estado brasileiro na sua multiplicidade e contradições. A construção dessa nova categoria social se dá a partir do entrecruzamento de vários atores e múltiplas concepções e moralidades em relação à sexualidade e ao gênero, articuladas a questões ligadas à forma como os jovens são vistos e tratados pelo mundo adulto. O trabalho discute como diferentes atores ligados à formulação e implementação de políticas públicas lidam com esse jovem e que discursos são acionados. A primeira parte do trabalho apresenta um panorama de como a articulação entre diversidade sexual e de gênero e adolescência se apresenta (ou não) em documentos relacionados ao campo dos direitos humanos e políticas sociais, a partir das seguintes áreas programáticas e políticas setoriais: (i) Direitos da Criança e do Adolescente; (ii) Direitos da Juventude; (iii) Direitos da População LGBT; (iv) Direitos Humanos; (v) Saúde; (vi) Assistência Social; (vii) Educação. A segunda parte do trabalho se propõe a acompanhar os embates em relação à articulação entre diversidade sexual e de gênero e adolescência a partir de duas experiências: (i) apresento e discuto a trajetória do Projeto Escola sem Homofobia, ligado ao Ministério da Educação, e a polêmica produzida por sua elaboração, remontando ao conjunto de atores, arenas e disputas que ele envolveu; (ii) a partir da experiência dos Centros de Cidadania LGBT do Estado do Rio de Janeiro, serviços governamentais previstos no Programa Rio sem Homofobia, apresento e discuto o conjunto de discursos e atores institucionais que interpelam e são acionados pelos Centros, a partir das demandas trazidas e/ou relacionadas aos adolescentes. / This work stems from the identification of a network of actors, discourses and power plays in contemporary Brazilian society, the formation of a new social category to Brazilian public policy, the "LGBT teens." The process of constructing this "LGBT teen" is hinged to a wider process of constitution of this new population called "LGBT" as subjects of special rights for the set of actors that shape the Brazilian "state" - in its multiplicity and contradictions. The construction of this new social category starts from the intersection of several actors and multiple conceptions and morals regarding sexuality and gender, articulated to issues regarding the way young people are viewed and treated by the adult world. The paper discusses how different actors linked to the formulation and implementation of public policies deal with these young people and the discourses triggered by them. The first part of the paper presents an overview of how the relationship between sexual and gender diversity and adolescence presents itself (or not) in documents related to the field of human rights and social policies, from the following programmatic and sectoral policy areas: (i) Children and Adolescents rights, (ii) Youth rights (iii) LGBT rights, (iv) human rights, (v) health, (vi) social services, (vii) education. The second part of the study aims to monitor the conflicts related to the relationship between sexual and gender diversity and adolescence based on two experiences: (i) I present and discuss the history of the School without Homophobia Project, linked to the Ministry of Education, and the controversy generated by its development, going back to the set of actors, arenas and disputes that it involved, (ii) from the Centers for LGBT Citizenship of the State of Rio de Janeiro, government services provided in the Rio without Homophobia program, I present and discuss the set of discourses and institutional actors that challenge and are triggered by the Centers due to demands brought up by and/or related to teenagers.

Esta dissertação de mestrado tematiza a agenda, planos, programas e políticas públicas que visam superar a desigualdade relacionada às pessoas LGBT (lésbicas, gays, bissexuais, travestis e transexuais) por meio da educação no âmbito do governo federal. A pesquisa teve por objetivo colaborar para o conhecimento dos modos como tem sido problematizada a questão da sexualidade, mais especificamente a temática LGBT, na agenda de educação, bem como das demandas apontados e das políticas educacionais desenvolvidas para dar conta dos mesmos. Dentre os planos e programas analisados estão: os Programas Nacionais de Direitos Humanos, os Parâmetros Curriculares Nacionais e, por fim, o Programa Brasil Sem Homofobia. O foco estruturante desta pesquisa é o Brasil Sem Homofobia: Programa de Combate à Violência e Promoção da Cidadania GLBT. Este Programa foi escolhido por ser um importante marco do reconhecimento das pessoas LGBT enquanto sujeitos de direitos, assim como por introduzir as políticas sobre diversidade sexual e identidade de gênero na educação. O referencial analítico-teóricos desta pesquisa baseia-se especialmente na trajetória de políticas educacionais, com base em Stephen Ball, e na justiça social, a partir das contribuições de Nancy Fraser. Os procedimentos metodológicos empregados foram a análise documental dos planos e programas citados e entrevistas semi-estruturadas com pessoas ligadas ao Movimento LGBT e gestores/as e técnicos/as do governo, que participaram diretamente do processo de criação e/ou implementação do Brasil Sem Homofobia. Este trabalho analisa o BSH e as políticas educacionais de diversidade sexual e identidade de gênero executadas no período de 2005 a 2010, após o lançamento do Plano Nacional de Promoção da Cidadania e Direitos Humanos de LGBT, que se torna o novo documento norteador das políticas a serem implementadas pelos ministérios e secretarias do governo federal. Nesta trajetória percebeu-se que pessoas LGBT passam de \"temas polêmicos\" a \"sujeitos de direitos\" nas políticas públicas de direitos humanos e de educação, bem como a violência física enquanto justificativa de políticas vai cedendo espaço para a superação das desigualdades. / This Masters dissertation addresses the agenda, plans, programs and public policies meant to bridge the gap related to the LGBT population (lesbian, gay, bisexual, transvestite and transgender) through education within the Federal Government. The research has the objective of contributing to the knowledge of how the issue of sexuality has been dealt with, more specifically the LGBT theme, on the agenda of education, as well as the demands highlighted and educational policies developed to respond to them. Among the plans and programs looked into, are: the Programas Nacionais de Direitos Humanos [Brazilian Human Rights Programs], the Parâmetros Curriculares Nacionais [Brazilian Curriculum Parameters] and, lastly, the Programa Brasil Sem Homofobia [Program Brazil without Homophobia]. The main focus of this research is on Brasil Sem Homofobia: Programa de Combate à Violência e Promoção da Cidadania GLBT [Brazil without Homophobia: Program to Fight Violence and Foster LGBT Citizen Rights]. This program was chosen as it is an important landmark to the recognition of LGBT people as subject of rights, as well as it has introduced sexual diversity and gender identity policies in education. The analytical and theoretical reference of this research is based especially on the repertoire of educational policies, based on Stephen Ball, and on social justice, from contributions by Nancy Fraser. The methodological procedures used were document analysis of the plans and programs mentioned above and semi-structured interviews with people connected to the LGBT Movement and Government officials and technicians who directly participated in the process of creating and/or implementing Brazil without Homophobia. This paper analyzes BSH [Brazil without Homophobia] and sexual diversity and gender identity educational policies implemented in the 2005-2010 period, after the launch of the Plano Nacional de Promoção da Cidadania e Direitos Humanos de LGBT [Brazilian Plan to Foster LGBT Citizen and Human Rights], which has become the new guidance for policies to be implemented by the Ministries and Offices of the Federal Government. Thus, one can see LGBT go from controversial topic to subject of rights in public policies of human rights and education, as well as physical violence as justification has given space to overcoming inequalities.

Made available in DSpace on 2017-07-21T18:15:17Z (GMT). No. of bitstreams: 1 Adelaine Ellis C Santos.pdf: 2293695 bytes, checksum: 1ed1e1785f50debd59351bd6e663e4ed (MD5) Previous issue date: 2015-03-20 / This research shows how the discourse of teachers in relation to homosexualities composes the school environment in Ponta Grossa, Paraná. To give intelligibility to the chosen phenomenon, there were 17 interviews with 17 teachers who work /worked in public high schools of that city. The interviews show that homophobia is an element that constitutes the school environment through power relations that are embedded in the teachers speeches. Also, we conclude not only the school environment as a interdicted space for homossexuals, but also the higher education institutions, as high school drop out contributes to the non-completion of basic education. Still, the initial teacher education is marked by the absence of discussions regarding the issue so that affect the approach to sexuality in school, although a portion of teachers affirms the importance of this issue when considering the recognition of homosexualities as an important aspect in the social and educational development. This recognition given to the theme enables teaching practice aimed at destabilizing heteronormative standards at the time they understand the homosexualities as a valid form of sexual expression as much as heterosexuality, giving to the school environment one of the possibilities of subversion of the standard. / Esta pesquisa evidencia como o discurso de docentes em relação às homossexualidades compõe o espaço escolar em Ponta Grossa, Paraná. Para dar inteligibilidade ao fenômeno eleito, foram realizadas 17 entrevistas com 17 docentes que atuam / atuaram no Ensino Médio de escolas públicas da referida cidade. As entrevistas evidenciam que a homofobia é um elemento que constitui o espaço escolar a partir de relações de poder que estão imbricadas nos discursos docentes. Igualmente, concluímos não somente o espaço escolar como um espaço interdito para as pessoas homossexuais, mas também as instituições de nível superior, visto que a evasão escolar colabora para a não conclusão da educação básica. Ainda, a formação inicial de docentes é marcada pela inexistência de discussões referentes à temática de tal modo que prejudica a abordagem das sexualidades na escola, embora uma parcela de docentes afirme a importância do tema ao considerar o reconhecimento das homossexualidades como um aspecto importante no desenvolvimento social e educacional. Este reconhecimento atribuído à temática possibilita uma prática docente voltada à desestabilização de padrões heteronormativos no momento em que se compreendem as homossexualidades como uma forma válida de expressão sexual tanto quanto a heterossexualidade, conferindo o espaço escolar como uma das possibilidades da subversão da norma.

Made available in DSpace on 2016-04-27T19:30:16Z (GMT). No. of bitstreams: 1 Eduardo Moreira Assis.pdf: 7902638 bytes, checksum: 1e16f29db8ab793fb339f1a90513a242 (MD5) Previous issue date: 2011-06-01 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / This Research claims to lie on the field of LGBTQ studies and analyses the possibility of homosexual existence having as a site of studies a small town in South Minas Gerais. From the life experience of men between 21 and 50 years old, self nominated homosexual, it is approached the homosexual subjective constitution and the experience of the respectable homosexual meaning the respectable homosexual as a set of practices, representation and values shared by the individuals. The apprehension of the normal homosexual social phenomenon is observed in three views. At the first one itʼs observed the relation between homosexuality and a small town context exploring the urgent existence possibilities. After that itʼs considered the homosexual subject processes under the modern sexuality mechanism and homophobia. Finally itʼs approached the ways of existence for the respectable homosexual considering the homosexual subjective under negotiation in a small urban context / Esta pesquisa inscreve-se no terreno temático dos estudos LGBTQ e analisa possibilidades de existência homossexual tomando como local de estudo uma pequena cidade no sul de minas Gerais. A partir das histórias de vida de homens com idades entre 21 e 50 anos auto-denominados homossexuais, aborda-se a constituição de subjetividades homossexuais e a experiência do homossexual respeitável entendendo o homossexual respeitável como um conjunto de práticas, representações e valores compartilhados pelos sujeitos. A apreensão do fenômeno social do homossexual normal é observada em três frentes. Na primeira delas, observa-se a articulação entre homossexualidade e contexto urbano interiorano, explorando a emergência de possibilidades de existência homossexual. Depois, são considerados os processos de subjetivação homossexual sob o dispositivo da sexualidade moderna e a atuação da homofobia. Por fim, são abordados os modos de existência do homossexual respeitável considerando as subjetividades homossexuais em negociação com um contexto urbano de pequeno porte

O objetivo dessa dissertação foi analisar as estratégias de implementação das ações educacionais do Programa Brasil Sem Homofobia no Estado do Rio Grande do Sul, evidenciando suas principais contradições, apontando neste processo os limites e avanços – e como elas têm contribuído para a consolidação daquela política. Com base no referencial teórico metodológico materialista histórico dialético, procuramos evidenciar as condições históricas que possibilitaram a elaboração do Programa Brasil Sem Homofobia. Os dados que nos permitiram dizer dos avanços e limites da política foram buscados em relatórios produzidos pela Secretaria de Educação Continuada e Diversidade do MEC, editais para concorrência de projetos, termos de referência e nos Planos de Ações Articuladas dos sistemas de ensino. Três principais estratégias de implementação foram encontradas a partir dessa análise: parcerias com ONGs, convênio com Universidades Federais e nos Planos de Ações Articuladas. A conquista do Programa Brasil Sem Homofobia resulta da correlação de forças empreendida entre Estado e Movimento LGBT, que, ao longo de suas três décadas de existência, tiveram a relação alterada passando de oponentes a parceiros na execução de políticas voltadas para a população LGBT. Configurou-se como avanço na medida em que houve, em um primeiro momento, a participação de militantes do movimento vinculadas a ONGs LGBT na sua elaboração definindo o conteúdo da política. O envolvimento das ONGs no processo de execução foi fundamental para o início do processo de implementação do Programa, pois possibilitou a expansão da atuação do Movimento na educação através dos projetos executados para professores das redes públicas de ensino. No entanto, essas parcerias concederam um caráter fragmentário e pontual para a política na medida em que foram desenvolvidos apenas onde havia ONGs interessadas em executar projetos voltados ao combate da homofobia, deixando muitas regiões do Brasil desassistidas. Os convênios realizados com Universidades Federais também foram fundamentais para o fortalecimento da política na medida em que se envolveram através de convênios instancias que compõem o aparato estatal. No entanto, a entrada das Universidades representou um limite para a política na medida em que as ONGs foram sendo excluídas do processo de implementação. Quando a política de formação continuada de professores com temáticas voltadas para a discussão do combate ao sexismo e à homofobia na escola entrar na pauta do Plano de Desenvolvimento da Educação, a possibilidade de acesso aos professores se expandirá a todos os sistemas de ensino. Neste caso também o Estado retomará para si a responsabilidade da execução, no entanto a política a qual deveria combater a homofobia tem sido alvo de discriminação na medida em que não vem sendo solicitada pelos sistemas municipais e estaduais de educação. / The objective of this dissertation was to analyze the implementation strategies of the educational activities of the Brazil Without Homophobia Program in Rio Grande do Sul showing its main contradictions, pointing in the limits and progress and how they have contributed to consolidate the policy. Based on theoretical and methodological historical materialist dialectic we seek to show the historical conditions that enabled the creation of the Brazil Without Homophobia. The data which permitted the analyses of the advances and policy limits were reached in reports produced by the Department for Continuing Education and Diversity of the MEC, in competitive bidding of projects, terms of reference and Plan of Action Linkage of education. Three main strategies of implementation were found from this analysis: partnerships with NGOs, partnership with universities and Federal Response Plans Linked. The conquest of the Brazil Without Homophobia was a correlation of forces waged between state and LGBT movement, which over its three decades of existence had the relationship changed from an opponent's position to a partner’s position in the implementation of policies for the LGBT population. Configured as a breakthrough in that it was at first the participation of militants linked to the movement LGBT NGOs in the preparation of defining the content of the policy. The involvement of NGOs in the implementation process was essential for initiating the process of implementing the program since it allowed the expansion of the Movement's role in education through projects implemented for teachers in the public school system. However, such partnerships granted a fragmentary and timely for the policy as it is developed only where there were NGOs interested in implementing projects aimed at combating homophobia, leaving many regions of Brazil unattended. The agreements made with public universities, were also fundamental to the strengthening of policy in that it involved instances that make up the state apparatus. However, entering the universities represented a limit for the policy to the extent that NGOs were being excluded from the process of implementation. When the policy of continuing education for teachers with the topic of discussion focused on the fight against sexism and homophobia in school into the agenda of the Development Plan for Education, to gain access to teachers expands to all education systems. Here again the State takes upon itself the responsibility for implementation, however, the policy should tackle homophobia has been discriminated against in that it has not been requested by the municipal and state education.

This research provides an ethnographic and phenomenological study of how lesbian and gay educators in Western Australia employed adaptive rituals of conformity and nonconformity within their educational culture. This thesis depended on these educators telling their own story and it became a more complex study of their perception of and adaptation to homophobic distancing and repression. Through private interviews and collaboration with the co-participants in the research the study makes sense of the roles lesbian and gay educators enact in the educational culture in Western Australia around the time of Law Reform in 2002. The study is not an historical account but presents data from a specific historical context as a contribution to knowledge of how lesbian and gay educators view themselves and construct themselves in educational settings. The stories of everyday experience of Western Australian lesbian and gay educators present layers of gestured meanings, symbolic processes, cultural codes and contested sexuality and gender ideologies thereby reconstructing the reality of lesbian and gay educators. The research provides a range of embodied narratives and distinctive counter-narratives experienced by this group of educators in Western Australia. The study demonstrates that there are social practices in schooling that assist in the recognition and construction of their own gender identity even though the law in Western Australia at the time of writing, precluded the public promotion of lesbian and gay activities, and by association, silenced what many take to be their preferred mode of public behaviours. More importantly the study maps the extremely subtle processes involved in generating and expressing homophobia resulting in a sense of double invisibility, a constitutive silencing of personhood, which makes even the identification of rituals problematic. The very different stories reveal various interpretive strategies of belonging to the dominant homophobic culture, furthering our understanding of the contemporary identity formation issues of a hitherto invisible and silenced group of educators.

In 1998, the Manhattan Theatre Club’s staging of Terrence McNally’s play Corpus Christi ignited protest and virulent condemnation from various religious and politically conservative groups which eventually led to the cancellation of the play’s production. This led to a barrage of criticism from the national theatre, gay, and civil rights communities and free speech advocates, including the ACLU and PEN, which issued a press releases about the cancellation that decried censorship and acquiescence by the theatre to neo-conservative religiously political groups. As swiftly as the cancellation, the Manhattan Theatre Club reversed its decision and the show resumed its rehearsal schedule. Although the critical reception of the play was mostly negative, the political controversy surrounding its production testifies to the fact that a contemporary play in America dealing with both religious and gay themes is still economically risky, radical politically, and worthy of critical rhetorical analysis. This work aims to fill that gap by providing an in-depth investigation of the tangled rhetorical history of Corpus Christi. First providing an account of the controversy surrounding the 1998 production of Corpus Christi, this work then gives a historical and cultural analysis of McNally’s career and corpus of work leading up to the play’s contentious staging. Second, a full account of the play’s critical reception is given through a close analysis of the rhetorical responses to the work from the Christian Right and the more secular community that supported the play’s production. Third, the American Christian Right’s vitriolic rhetorical response to the play is indicted as homophobic hate speech. Fourth, how McNally’s play repudiates the rhetorical violence perpetrated by the Right against gays is revealed. Finally, the last two chapters examine how the rhetoric of the play speaks directly to its queer audience. Chapter five reveals the rhetorical and meta-theatrical conversion strategies employed by McNally in Corpus Christi to proselytize his expansive message of Christ to his gay audience. Ending the work, chapter six examines McNally’s rhetorical reclamation of the Christ figure from the Right as a means of sacralizing homosexuality as a religious identity and homosexual love and sex as a spiritual act.