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Nonhuman nonheteronormativity presents a profound challenge not just to identity forms but more importantly to disciplinary habits of thinking of human subjectivity as the default form of social agency. To elaborate this point, this essay surveys how some recent books, including Roughgarden's Evolution's Rainbow: Diversity, Gender, and Sexuality in Nature and People, Donna Haraway's When Species Meet, Alice A. Kuzniar's Melancholy's Dog, and Jens Rydström's Sinners and Citizens: Bestiality and Homosexuality in Sweeden, 1889-1950, take as their subjects intimacies that belie hetero/homosexual along with non/human binaries. Grounding queer theory in a cross-species continuum is not the overall purpose of any of these texts, but an effect produced through the alignment of these authors' very different examinations of sex relations as shared by social animals. Ranging from the bizarre (fish threesomes) to the raunchy (bestiality in the cowshed), and even more ordinary combinations of both (dogs' dry-humping), the forms of sociality accruing in these discussions lay foundations for new biopolitical (as opposed to disciplinary) knowledges, prompting further inquiry into what happens to all of us when animals do it unlike they do on the Discovery Channel.

Foucault bildet eine zentrale Grundlage der queeren und schwulen Theorie, die sich seit den späten 1980er Jahren insbesondere in den USA entwickelt hat. Seine Macht- und Subjekttheorie ist die Basis für eine nicht-essentialistische Analyse von Sexualität und für die Kritik ihrer normierenden Wirkung, die Foucault selbst in Der Wille zum Wissen (1983, frz. 1976) begonnen hat und die das Kerngeschäft der Queertheorie ist. Während Foucault als Grundlage der Queertheorie insgesamt rezipiert wird, gibt es eine spezifisch schwule Rezeption von Foucault, die an seine vielfältigen Äußerungen zur schwulen Politik anschließt
und dessen Machtanalyse und seine späteren Arbeiten zur Ästhetik der Existenz mobilisiert, um damit das schwule Leben vor, während und nach der AIDS-Krise zu analysieren.

In 1993, simply the idea that lesbians and gays should be able to serve openly in the military created a firestorm of protest from right-wing groups and powerful social conservatives that threatened to derail the entire agenda of a newly elected President. Nine short years later, in the wake of September 11, 2001, the Pentagon's suspension of discharge of gay and lesbians went largely overlooked and unremarked by political pundits, news organizations, military experts, religious leaders and gay activists. How can this collective cultural silence be explained? Officially Gay follows the militar

Understanding approaches to liberalism through the study of the politics of gay and lesbian rights.

How the military defined homosexuality and the ways that shaped the gay and lesbian identity and movements.

Gender and sexuality in the Croatian educational context occasionally resurface in the public discourse due to political instrumentalization but are largely neglected as a research topic. To address this absence, this paper presents original data on high-school and university experiences of queer persons collected in critically oriented research which examines social inequality of queer individuals in the Croatian educational institutions. Based on these data and drawing parallels with previous studies in an international context, the authors outline a theoretical approach that conceptualises gender and sexuality as interdependent social processes. Through showing how educational institutions actively marginalise persons of non-normative gender and sexual orientation, the authors point to the importance of conceptualising the everyday life of queer persons in education as a source of knowledge about these processes by highlighting the complex relationship between gender and sexuality – which authors do by establishing theoretical and methodological collaborations between sociology, queer theories as well as critical and institutional ethnography. The study's findings suggest that educational institutions have a mediating role in creating inequality based on gender and sexual differences since they function as spaces privileging heterosexuality and heteronormativity. This results in an ambivalent status of queer gender expressions and sexualities as they are simultaneously a subject of public negotiation and stigmatization and hidden in the private sphere of each person. (In)visibility and (non)acceptance of non-normative gender expressions and sexualities in the Croatian educational context imply a continuous process of managing one's identity between institutional and personal spheres of action. ; Teme roda i seksualnosti u obrazovnom kontekstu zbog političke instrumentalizacije povremeno su prisutne u javnom diskursu, ali su istraživački nedovoljno zastupljene. To osobito vrijedi za izvorna i kritički usmjerena istraživanja koja bi utvrdila kako obrazovne institucije u Hrvatskoj pridonose društvenoj nejednakosti queer osoba. Ovim se člankom pokušava nadomjestiti ta podzastupljenost teorijskom raspravom o konceptualizaciji roda i seksualnosti kao međuovisnih osobnih i društvenih procesa te prikazom rezultata istraživanja u kojem je taj pristup korišten. Kako dosadašnje spoznaje u međunarodnom kontekstu pokazuju, obrazovne institucije imaju aktivnu ulogu u procesima marginalizacije osoba nenormativne queer rodne i seksualne orijentacije, zato je nužno razumijevanje obrazovne svakodnevice kao izvora znanja o tim procesima kroz promišljanje isprepletenosti roda i seksualnosti. Ta isprepletenost u svrhu istraživanja društvene nejednakosti nastale na temelju rodne i seksualne različitosti mora teorijski i istraživački povezati sociologiju, queer teorije te kritičku i institucionalnu etnografiju. Na taj se način uspostavlja cjeloviti teorijski i metodološki pristup koji je korišten u istraživanju srednjoškolskog i visokoškolskog obrazovnog iskustva queer osoba u Hrvatskoj. Rezultati istraživanja pokazuju da obrazovne institucije imaju posredničku ulogu u stvaranju nejednakosti na temelju rodnih i seksualnih različitosti. Obrazovne su institucije ponajprije prostor koji privilegira heteroseksualnost i heteronormativnost, dok su queer izričaji roda i seksualnosti s jedne strane predmetom javnog označavanja i stigmatiziranja, a s druge strane predmetom prisiljavanja na privatnu i skrivenu sferu. Ne/vidljivost i ne/prihvaćanje nenormativnih rodnih izričaja i seksualnosti za queer osobe u hrvatskom obrazovnom kontekstu predstavlja trajan proces pregovaranja između institucionalnih i osobnih domena djelovanja.