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Disordered Violence looks at how gender, race and heteronormative expectations of public life shape Western understandings of terrorism as irrational, immoral and illegitimate. Caron Gentry examines the profiles of 8 well-known terrorist actors and looks at the gendered, racial, and sexualised assumptions in how their stories are told.

Disordered Violence looks at how gender, race and heteronormative expectations of public life shape Western understandings of terrorism as irrational, immoral and illegitimate. Caron Gentry examines the profiles of 8 well-known terrorist actors and looks at the gendered, racial, and sexualised assumptions in how their stories are told.

In this essay, I use embodied, autoethnography to transform my fiscal self and disentangle my queer body from my heteronormative body. I position autoethnography and auto/archeology as a privileged orientation/method that must be viewed, practiced, and critiqued as such, even for those of us with some circumscription of marginal identities. I write my "radically specific" narrative not only to improve my own relationship, but also to contribute to feminist, queer bodies of knowing and relating that disrupt heteronormative, middle-class, White domesticity. My goal is to inspire others to simultaneously shed the stigma of financial burdens and challenge heteronormative privilege.

This exploratory study examines the reflection of heteronormativity in English as a Second Language (ESL) reading texts and textbooks aimed at a college-aged audience and a range of proficiency levels. Heteronormativity is the portrayal of the heterosexual sexual identity as the only acceptable and/or normal sexual identity option (Dalley & Campbell 2006). This is often realized through the presentation of only heterosexual relationship structures, while also lacking any alternative relationship structures. The sample for this study consisted of forty-five reading texts/textbooks (ntext = 14; ntextbook = 31). These sample materials were examined by looking for examples of normative relationships and family structures exhibited in the main prose, textual examples, visual elements, and question/discussion activities. After examining the samples, each sample was given a numerical rating on 1–3 nominal level scale; 1 being non-heteronormative, 2 being low-heteronormative, and 3 being heteronormative. The data were then broken down to examine heteronormativity ratings by publisher, text-type, proficiency level, and year of publication. Average heteronormativity ratings were then calculated for each category of the data. These averages were then compared for the types of materials (texts and textbooks) and publishers examined. Changes in the average heteronormativity rating for each 5-year period are also reported. This paper will conclude by highlighting the need for less heteronormative ESL reading materials as these materials often function as valuable identity resources for language learners, and they often allow instructors to create a more diverse classroom environment by queering the classroom discourse.

1. Introduction; Glenn Fosbraey -- 2. How Female is the Future?: Undoing Sexism in Contemporary Metal Music; Coco d'Hont -- 3. The Power of Boy Pussy: The dichotomy between liberation and objectification in Queer Hip-Hop/Rap in the 2000's; Kenneth Norwood -- 4. See the Signs: Justin Timberlake and the Pretence of Romance; Racheal Harris -- 5. The Initiation: Re-negotiating Masculinity in Queer Music Video; Ryann Donnelly -- 6. "All of my life, just like I was one of them": Transitioning punk; Gareth Schott -- 7. Misogyny and Erotic Pleasure in Bollywood's 'Item Numbers'; Suman Mishra -- 8. "Let it Enfold You": Screaming, Masculinity, and the Loss of Emotional Control in Post-Millennium Emo; Ryan J. Mack -- 9. Should real love hurt? The eroticisation of dominance, submission and coercive control in contemporary pop music; Natasha Mulvihill -- 10. Lady Lazarus: the death (and rebirth) of a gender revolutionary; Alec Charles -- 11. Immortal Technique and the Radical Reimagining of Masculinity on the Street; Heather Stewart -- 12. From pimpology to pimpologia: a comparative analysis of pimp rap in the United States and Italy; Margherita Angelucci and Wissal Houbabi -- 13. Nicki Minaj: Ownership, control, and responsibility?; Glenn Fosbraey.

Literature on girls' popularity posits a strong association between popularity, social power and bullying behaviours, some of which conflate the concepts 'bully' and 'popular'. This study explores that association through links to concepts of popularity among girls in two demographically different high schools. Data are presented that were derived from the application of Q methodology to the problem of comparing girls' attributions of popularity. Twenty‐eight girls sorted items relating to attributes of popular girls. Despite the profound differences between the schools, all loaded heavily on one single factor: attractiveness to boys. The findings and the process have relevance for developing anti‐bullying work in classrooms.