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In this essay, I draw the discourses around bestiality/zoophilia into the realm of queer theory in order to point to a new form of animal advocacy, something that might be called, in shorthand, loving animals. My argument is quite simple: if all interdicts against bestiality depend on a firm notion of exactly what sex is (and they do), and if queer theory disrupts that firm foundation by arguing that sexuality is impossible to define beforehand and pervades many different kinds of relations (and it does), then viewing bestiality in the frame of queer theory can give us another way to conceptualize the limitations of human exceptionalism. By focusing on transformative connections between humans and animals, a new form of animal advocacy emerges through the revolutionary power of love.

When the Students Teaching Students program called for submissions for student created courses I jumped at the opportunity to learn and share with a group of peers dedicated to a subject. The close to year long process culminated in the first Students Teaching Students course at URI, focusing on the history of lesbian, gay, bisexual, transgender and queer (LGBTQ) people: HPR 107: Introduction to LGBTQ History. Just getting ready to teach was a multifaceted process, since I tend to fluctuate between ravenously seizing every book I can get my hands on and devising practical applications for that intellectual knowledge. First I needed to create a syllabus that represented what I wanted to teach, which in my case involved questions in the field of Gay and Lesbian studies. Once the syllabus was accepted I set about creating lesson plans and course materials to help get across the ideas I found so important. For example, I looked at questions around the construction of sexual and gender identities, differing sexual customs and practices, and the struggle to create minority identities in America. After months of preparation - including serving as a class assistant for PHL 205: Philosophical Topics where I studied and practiced pedagogical techniques for my course - I was finally ready to teach on my own. Though the preparation for this course was important, the strongest benefit of this project was uncovered through the actual day to day teaching. Twice a week I was able to meet and discuss my favorite ideas with an engaged group of brilliant honors students who worked hard to sustain our common vision for the course. While creating group work, quizzes, essays and lectures helped me process, digest and communicate about the material, interaction with other students, and my evaluation of that interaction, prompted the greatest growth in me as a teacher. My pedagogical preparation was invaluable to my success in this project yet it was though actually working with students that I learned to teach. This project allowed me to test the waters of my field, and I managed to swim to the finish. Not only did I vastly expand my knowledge of LGBTQ history; I developed pedagogical techniques that will sustain me throughout my professional career, a career as a professor of history. Students Teaching Students allowed me to step out of the armchair of academia into the real world, to discuss issues of critical importance to our society and to begin the process of knowledge and understanding that lies at the heart of overcoming oppression.

A curated selection of remix videos that edit pop culture texts and recut them into new works that explore themes of gender and sexual representation, or create new LGBTQ narratives from the original source material.

Lesbian, gay, bisexual, transsexual, transgender, and queer (LGBTQ) youth are overrepresented in the homeless youth population in North America. This review brings together the literature on the topic of LGBTQ youth homelessness and provides a comprehensive overview of the unique needs of this population, as well as gaps and barriers to support. The review culminates in recommendations for support services and further research on this topic. This review should be particularly useful for youth shelter and service providers, and policy makers to respond to the needs of this population and to enhance knowledge in this area more broadly.

Few studies have examined school‐based factors associated with variability in the victimization and health of lesbian, gay, bisexual, transgender, and questioning (LGBTQ) youth. Among 15,965 students in 45 Wisconsin schools, we identified differences based on Gay–Straight Alliance (GSA) presence. Youth in schools with GSAs reported less truancy, smoking, drinking, suicide attempts, and sex with casual partners than those in schools without GSAs, with this difference being more sizable for LGBTQ than heterosexual youth. GSA‐based differences were greatest for sexual minority girls on reported sex while using drugs. GSA effects were nonsignificant for general or homophobic victimization, grades, and school belonging. Findings suggest that GSAs could contribute to attenuating a range of health risks, particularly for LGBTQ youth.

Factors associated with the well-being of lesbian, gay, bisexual, transgender, queer, and questioning (LGBTQ) youth were qualitatively examined to better understand how these factors are experienced from the youths' perspectives. Largely recruited from LGBTQ youth groups, 68 youth participated in focus groups ( n = 63) or individual interviews ( n = 5). The sample included 50% male, 47% female, and 3% transgender participants. Researchers used a consensual methods approach to identify negative and positive factors across 8 domains. Negative factors were associated with families, schools, religious institutions, and community or neighborhood; positive factors were associated with the youth's own identity development, peer networks, and involvement in the LGBTQ community. These findings suggest a pervasiveness of negative experiences in multiple contexts, and the importance of fostering a positive LGBTQ identity and supportive peer/community networks. Efforts should work towards reducing and eliminating the prejudicial sentiments often present in the institutions and situations that LGBTQ youth encounter.

In 1992, the editorial staff of the gay newsmagazine, The Advocate , decided to banish the most profitable advertising—sexually explicit ads—from the magazine altogether in an attempt to secure ad dollars from national corporations. The banishment had been tried nearly 20 years earlier and failed. Through a historical textual analysis of magazine advertisements and media coverage of the event, this study explains why the timing of the second redesign made it successful. Guided by sociologist Gaye Tuchman's expansion of the concept of symbolic annihilation, this study argues that The Advocate's redesign, which was prompted by competition from new market entrants, had far-reaching implications for the overall gay market, helping solidify that market segment.

ch. 1. Lesbian, gay, bisexual, transgender, and questioning students and families -- ch. 2. Development of sexuality and gender identity -- ch. 3. LGBTQ students in home, school, and community contexts -- ch. 4. Law and policy in action -- ch. 5. Developing awareness and sensitivity : LGBTQ issues in the school community -- ch. 6. Creating diverse and responsive classrooms -- ch. 7. Ensuring safe schools : preventing harassment and bullying -- ch. 8. Counseling LGBTQ students -- ch. 9. Supporting LGBTQ parents and their children -- ch. 10. Supporting families of LGBTQ students -- ch. 11. Accessing community resources.

With few exceptions, lesbian, gay, bisexual, transgender and queer (LGBTQ) individuals are generally ignored in the realm of digital games. This ethnography of members of an online gay gamer, or gaymer, community allowed me to better understand their thoughts on LGBTQ representation in games, as well as the construction of the gaymer community. How gaymer identities are constructed, how this community is formed, and how its members discuss the representation of LGBTQ individuals in video games are discussed here. Gaymer identity was found to be more complex than the simple 'homosexual gamer' defi nition often used implies. Finding a space to express this identity was much more important to members than the invisibility of LGBTQ individuals in video game texts. The relative importance of in-game representation was tied to the context of play. The political implications of these fi ndings are discussed in the conclusion of this article.

This book is available as open access through the Bloomsbury Open Access programme and is available on www.bloomsburycollections.com. This book examines, through a multi-disciplinary lens, the possibilities offered by relationships and family forms that challenge the nuclear family ideal, and some of the arguments that recommend or disqualify these as legitimate units in our societies.That children should be conceived naturally, born to and raised by their two young, heterosexual, married to each other, genetic parents; that this relationship between parents is also the ideal relationship between romantic or sexual partners; and that romance and sexual intimacy ought to be at the core of our closest personal relationships - all these elements converge towards the ideal of the nuclear family. The authors consider a range of relationship and family structures that depart from this ideal: polyamory and polygamy, single and polyparenting, parenting by gay and lesbian couples, as well as families created through assisted human reproduction.

This essay plies potential connections among Two-Spirit and Palestinian queer critiques to advance a comparative analysis of queer settler colonialism in Canada and Israel. A broad literature in indigenous studies and at its intersections with queer studies now centres the intellectual and political interventions of Indigenous LGBTQ/Two-Spirit people in North America. In turn, after years of organising among Palestinian LGBTQ people in Palestine, Israel, and the diaspora, a broad array of queer critiques of gender and sexuality in Israel/Palestine recently has appeared in social movements and scholarship. This essay compares Two-Spirit and Palestinian queer critiques so as to newly examine the sexualisation of settler colonialism in Canada and Israel. The essay cites an extensive literature on queer settler colonialism in the Americas, and its comparability with queer Palestinian critiques, to illuminate the specificity of queer settler colonialism in Israel. An extended analysis of Eytan Fox's 2006 film The Bubble assists in diagnosing the complicities and investments in settler colonialism that characterise contemporary Israeli LGBTQ politics. The essay concludes by demonstrating how such comparisons deepen knowledge of the relational formation of settler colonialisms, and of their inherently gendered and sexualised formation.