Suchergebnisse

Life and work in West Africa / Augustine Konneh -- Africans in Europe prior to the Atlantic slave trade / Maghan Keita -- The African and European slave trades / Walter C. Rucker -- Africans in the Caribbean and Latin America : the post-emancipation diaspora / Frederick D. Opie -- Ethnicity, nationality, and race in colonial America / Jeffrey Elton Anderson -- Not chattel, not free : quasi-free Blacks in the colonial era / Antonio F. Holland, Debra Foster Greene -- Africans and Native Americans / Tiya Miles, Barbara Krauthamer -- Origins and institutionalization of American slavery / Jason R. Young -- Labor in the slave community, 1700-1860 / Frederick C. Knight -- Spirituality and socialization in the slave community / Jason R. Young -- Slave rebels and Black abolitionists / Stanley Harrold -- The Americanization of Africans and the Africanization of America / Samuel T. Livingston -- African Americans and an Atlantic world culture / Walter C. Rucker -- African Americans and the American Civil War / Oscar R. Williams III, Hayward Woody Farrar -- Jim Crowed : emancipation betrayed : African Americans confront the veil / Charles W. McKinney Jr, Rhonda Jones -- African American religious and fraternal organizations / David H. Jackson Jr -- The quest for book learning : African American education in slavery and freedom / Christopher M. Span, James D. Anderson -- The growth of African American cultural and social institutions / David H. Jackson Jr -- African American entrepreneurship in slavery and freedom / Anne R. Hornsby -- The Black press / Shirlet E. Thompson -- The Black soldier in two world wars / Hayward "Woody" Farrar -- Identity, patriotism, and protest on the wartime home front, 1917-19, 1941-5 / Hayward "Woody" Farrar --Gender and class in post-emancipation Black communities / Angela M. Hornsby -- African American women since the Second World War : perspectives on gender and race / Delores P. Aldridge -- Striving for place : lesbian, gay, bisexual, and transgender (LGBT) people / Juan J. Battle, Natalie D.A. Bennett -- Exodus from the South / Mark Andrew Huddle -- Development, growth, and transformation in higher education / Abel A. Bartley -- Identity, protest, and outreach in the arts / Julius E. Thompson -- Searching for a new freedom / Hasan Kwame Jeffries -- "Race rebels" : from indigenous insurgency to Hip-Hop mania / Marcellus C. Barksdale, Samuel T. Livingston -- Searching for place: nationalism, separatism, and pan-Africanism / Akinyele Umoja

This is an open access article under the terms of the Creative Commons Attribution License, which permits use, distribution and reproduction in any medium, provided the original work is properly cited. https://home.liebertpub.com/open-access/open-access-journals/131 ; In its recent position paper regarding men's health, the Australian Commonwealth's Department of Health and Ageing addresses the burden of disease and illness faced by Australian men. This document represents a significant advancement in both a national discussion regarding men's health and the use of a truly gendered perspective when engaging in that dialogue. Within the document, the health of several groups of particularly disadvantaged men is addressed. These groups include Aboriginal/Torres Straight Islander men, men of a low socio-economic status (SES) and rural men, among others. It is obvious that men in those groups experience compromised health as a result of their minority group status and the social, economic and political disadvantages that are engendered through minority identification. The health of these men is important and worthy of increased attention so as to rectify the inequities described in the report. Despite the report's exemplary identification of several groups of minority men, it is surprising that it does not expressly identify gay, bisexual and transgendered (GBT) men as a specific at-risk group. Indeed, GBT men face particularly poor health outcomes, often as a result of social homophobia that renders silent the voices of gay men and serves to impair these men's access to adequate health resources. Transgender men may suffer even worse outcomes, due to their especially hidden and stigmatised place in Westernised culture. Notwithstanding the exclusion of GBT men from the original draft of the Men's HealthPolicy, we are encouraged by the Australian Senate's enquiry into this document and the possibility for future revisions and additions to the text. Therefore, we present the following discussion of GBT men's health both to inform practitioners who may lack knowledge and understanding of this field, and to inform policy makers and other stakeholders as to the relevance of GBT health concerns to any future discussions of Australian men's health.

A qualitative and quantitative approach forms the base of this analysis of the results of "Vida Digna," a project aimed at abating stigma and discrimination in the HIV transmission field with actions taken by civil society organizations from 2005 to 2009 in the Mexican region of El Bajío. The results were analyzed in 2009 and 2010. The organizations involved were made up of key populations, defined as groups vulnerable to infection but also capable of resisting and controlling the transmission of HIV and the stigma and discrimination that are important barriers in the seeking of care and the achievement of effective HIV control. We describe and analyze the actions taken and the strengthening of the participating organizations. The visibility of new social actors such as transgender women and injecting drug users, as well as informative activities directed at journalists, the police and the military to prevent the criminalization and persecution of these groups, are highlighted. ; Una aproximación cuali-cuantitativa es la base para el análisis de los resultados del proyecto "Vida Digna", cuyo objetivo fue abatir el estigma y la discriminación en el campo de la transmisión del VIH a partir de las acciones realizadas por organizaciones de la sociedad civil durante el período 2005 al 2009, en la región mexicana llamada El Bajío. Los resultados se analizaron en los años 2009 y 2010. Las organizaciones participantes estuvieron compuestas por y para las denominadas poblaciones clave, definidas como grupos vulnerables a infectarse pero también capaces de resistir y controlar la transmisión del VIH, el estigma y la discriminación, que se constituyen en barreras importantes para la búsqueda de atención y en el control efectivo del VIH. Se describen y analizan las acciones y el fortalecimiento de las organizaciones participantes. Resaltan la visibilización de nuevos actores sociales, como las mujeres transgénero y los usuarios de drogas inyectables, y las acciones informativas dirigidas a periodistas, policías y militares para evitar la criminalización y persecución de estos grupos.

The mission of the Colorado State University Journal of Student Affairs is to develop and produce a scholarly publication that reflects current national and international education issues and the professional interests of student affairs practitioners. Specifically, the Journal provides an opportunity for the publication of articles by current students, alumni, faculty, and associates of the Student Affairs in Higher Education graduate program at Colorado State University. Articles are submitted in the fall and the Journal is published mid-spring. https://sahe.colostate.edu/journal/journal-board-archives/. ; Includes bibliographical references. ; Undocumented student access to higher education: overview of state and federal legislation / Christina A. Wright Fields -- Disruptive behavior disorders: precursors to problems for college students / Rachel L. Goold -- Examining the influence of residential college participation on student academic success and persistence / Tyler Crisman -- Battlefields and book bags: campus ecology's effect on student veterans / Kristyn M. Emmer -- Effects of gender and Facebook use on the development of mature interpersonal relationships / Ryan C. Masin, John D. Foubert -- Helping honors students choose college majors / Ingrid Davidson -- Depression and suicide prevention in Indian Country / Tiffani N. Kelly -- Exploring the use of evidence in resource allocation: towards a framework for practice / Marilee J. Bresciani, Benjamin Gillig, Mark Tucker, Matthew R. Evrard, Lauren Weiner, Lisa McCully -- The transgender student: struggles presented by a college experience / Carter E. Gilbert -- Examining the roles of seniority and hierarchy in perceived leadership competence and confidence in undergraduate student organizations / Dana R. Glink, Kathryn E. DiGiulio, Joseph G. Gasienica, Alex J. Romine, David M. Rosch -- The first-year commuter: impacts of residency and involvement on the university transition / Niamh C. O'Shea -- Circular framing: a model for applying Bolman and Deal's four frames in student affairs administration / Rishi Sriram, Jesse Hines Farley -- The isomorphic importance of amateurism in intercollegiate athletics / Carl Mehta -- Students with Autism Spectrum Disorders: examining symptoms and implications for student affairs practitioners / Emma Hart, Maria R. Marinucci -- Academic international field experiences in student affairs / Olivia Des Chenes, Spencer Ellis. ; Annual.

Annotation Sexuality and Socialismis a remarkably accessible analysis of many of the most challenging questions for those concerned with full equality for lesbian, gay, bisexual, and transgender (LGBT) people. Inside are essays on the roots of LGBT oppression, the construction of sexual and gender identities, the history of the gay movement, and how to unite the oppressed and exploited to win sexual liberation for all. Sherry Wolf analyzes different theories about oppression & mdash;including those of Marxism, postmodernism, identity politics, and queer theory & mdash;and challenges myths about genes, gender, and sexuality. & ldquo;Sexuality and Socialismis the most intelligent and enlightened discussion on sexuality to come from the Left in a long time. No other work that comes to my mind explains the history of sexuality and sexual repression in the United States as comprehensively and compellingly. & rdquo; & mdash;Ron Jacobs, Dissident Voice & ldquo;Sherry Wolf: Lesbian, Activist, Communist & Badass-ist ... spoke to a pre-National Equality March rally. She. Blew. It. Up. & rdquo; & mdash;Austin Chronicle & ldquo;Sherry speaks with such eloquence and plain common sense that I can't help but want to know more about her ideas and convictions. & rdquo; & mdash;Derek Washington, & ldquo;In the LV & rdquo; radio host, Director of LGBT Outreach, Clark County Democratic Black Caucus & ldquo;The icons of the new generation of activists are people like Lady Gaga, Dustin Lance Black, Judy Shephard, Lt. Daniel Choi (ret.) and Sherry Wolf (author ofSexuality and Socialism). & rdquo; & mdash;Don Gorton, Join the Impact Board Member & ldquo;Surprisingly funny, very readable and a fitting tome for a new movement in these troubled times. & rdquo; & mdash;Dave ZirinforProgressive's Best Books of 2009 & ldquo; & lsquo;What humans have constructed they can tear down. & rsquo; This is the powerful insight of this rare book that is at once politically important, theoretically and historically sophisticated, and clearly written. Sexuality and Socialismis enlivened in its engagement with a number of controversies, including those over the alleged biological determination of homosexuality, the myth of Black homophobia, and the consequences of postmodernist theories for the politics of gay liberation. Above all else, Wolf puts forward a cogent defense of the Marxist tradition & mdash;long and wrongly reviled as homophobic in itself & mdash;as a way to explain how LGBT oppressio ...

In recent years, environmental awareness has received a great deal of public attention. However, little emphasis has been put on the influence of environmental factors (weather, personal attitudes, policies, physical structures, transportation, etc.) on the quality of life of persons infected with HIV/AIDS. The goal of this study was to assess the effect of selected environmental factors on the quality of life of persons affected by HIV/AIDS. To achieve this goal, the Craig Hospital Inventory of Environmental Factors (CHIEF) subscales including Policies, Physical Structure, Work/School, Attitudes/Support, and Service/ Assistance were evaluated in patients selected from a STD/HIV clinic in Jackson, MS. They were chosen based on previously diagnosed HIV/AIDS status and age (16-95). Written consents, demographics sheets and self-administered questionnaires were obtained. Data were analyzed using Excel and SPSS software. Interviews started in July 2007 and ended in August, 2007. One hundred and thirteen patients responded. Participants were 72.6% (82) male, 26.5% (30) female and 0.9% (1) transgender. The median age of participants was 38.8 (18-63). Over 50% (65) had some college or higher education, and 35.4% reported annual incomes less than $10,000. Multivariate analysis showed marginal significance between disease diagnosis and gender (p p = 0.03). Also, age (p = 0.01) and education (p = 0.03) were significant predictors in one of the subscales. The CHIEF subscales that showed the greatest significance among AIDS respondents were Attitudes and Support, and Government Policies with mean sensitivity scores of 1.39 and 1.42, respectively. The element with the least effect on AIDS patients was the Work/School subscale, with a mean score of 0.74. In general AIDS patients were disproportionately affected in all but one of the five subscales observed. Conversely those with HIV were more affected in the Work/School subscale with a mean score of 1.70. This proved to be the only subscale responsible for causing the greatest degree of perceived barriers for the HIV population. With a mean score of 0.75, Physical/Structural subscale showed the least negative impact on those infected HIV without AIDS. It is therefore recommended that the environmental barriers identified in this study be addressed in order to eliminate/minimize their negative effect and improve the quality of life of HIV/AIDS patients.

Sex and the City è un serial televisivo creato e trasmesso inizialmente negli Stati Uniti, tra il 1998 e il 2004 (in Italia tra il 2000 e il 2004 in prima visione). La serie è basata sull'omonimo romanzo di Candance Bushnell (pubblicato in Italia da Mondadori, 2001), una delle opere che ha contribuito a rilanciare il genere letterario conosciuto come "chick lit". Sia il genere in cui si colloca il libro della Bushnell sia il serial televisivo che ne è derivato hanno riscosso un ampio successo di pubblico e di critica in tutto il mondo. Il serial si guadagnato 7 Emmy Award e 8 Golden Globe. Decisamente un fenomeno socio-culturale di rilievo. Perché? Ambientato in una Manhattan chiaramente upper class, Sex and the city tratta della vita sentimentale e sessuale di quattro amiche tra i 35 e i 45 anni, presentando come modello sociale una tipologia di donne apparentemente emancipate e postmoderne che vantano le medesime opportunità degli uomini: "Per la prima volta nella storia di Manhattan le donne hanno le stesse possibilità economiche e lo stesso potere degli uomini, insieme al lusso di poterli trattare come oggetti sessuali" (Samantha Jones, prima puntata della prima serie). Sex and the city si propone come un manifesto del riscatto femminile, senza tralasciare, attraverso i personaggi secondari, l'ormai immancabile sigla del politically correct, LGBT: lesbian, gay, bisex e transgender. In realtà, però, i fili che ne compongono la trama perpetuano i canoni tradizionali di costruzione dei ruoli maschile/femminile, a partire dal linguaggio adottato fino ad arrivare all'utilizzo ed alla percezione profondamente genderizzata degli spazi. Il concetto di emancipazione incarnato dalle protagoniste, infatti, adotta in pieno il discorso maschilista, naturalizzandolo e perpetrandolo nella gestione delle relazioni tra i generi, con tutte le implicazioni che ciò può avere sugli spazi pubblici e privati.È in tale ottica che questo lavoro si propone di analizzare la "genderizzazione" spaziale (effettiva e percepita) del tessuto urbano di Manhattan in una società fittiziamente paritaria chiedendosi se il conservatorismo maschio-centrico che solitamente si osserva nella divisione, nell'utilizzo e nella percezione di tali spazi permanga tel quel, si trasformi, o venga semplicemente offuscato dalla mascolinizzazione dei comportamenti spaziali da parte delle donne.

The Ties That Bind opens a window to meaning in the material culture of Mainers outside the dominant culture. Focusing on family, the three Center scholars whose work is catalogued here provide a lens that allows us to peer through that window into something of the complex nature of difference. The three scholars reveal otherwise anonymous Maine people, whose very anonymity came from the difference that was culturally constructed to segregate them from the dominant culture. Family, which reflects something common to every different culture, works here to highlight unity in human diversity. In that way, family also provides a mirror for every one of us in Maine's increasingly diverse population. Table of Contents: Jean Byers Sampson Center for Diversity in Maine (Susie Bock, Director, Sampson Center for Diversity in Maine and Head, USM Special Collections) Diversity, Scholarship, and Learning (Joseph S. Wood, Provost and Vice President for Academic Affairs) The African American Collection Migration, Mortality, and Maturation:Three African American Families of Bangor and Portland (Maureen Elgersman Lee, Associate Professor of History and Faculty Scholar for USM's African American Collection) The Judaica Collection If Not Jerusalem, Then at Least 'The Jerusalem of the North:'Continuity and Discontinuity in Three Portland Jewish Families(Abraham J. Peck, Director, Academic Council for Post-Holocaust Christian, Jewish, and Islamic Studies and Scholar-in-residence for USM's Judaica Collection) The Lesbian, Gay, Bisexual, and Transgendered Collection Ozzie and Harriet, Same-Sex Marriage, and the Culture Wars:LGBT Families in Maine, 1960 to the Present (Howard M. Solomon, Adjunct Professor of History and Scholar-in-Residence for USM's LGBT Collection) ; https://digitalcommons.usm.maine.edu/event_catalog/1000/thumbnail.jpg

Communication presented to international meetings "The body and law. From the beginning to the end of life" AIECI. Marseille 23-24 September 2005. The metaphor of the renaissance is sometimes used to refer to transsexualisation. Based on this qualification, the article explores the transition and reflects its conceptualisation in our society. The description of the transsexual pathway thus reveals that the claim for a sex registration other than that received at birth is conceived as a significant change of identity, as it is envisaged as the arrival of a new person in the world. That change can, moreover, be achieved only gradually in the context of a socially organised procedure and only if it is used as a therapeutic act complying with sex standards. Wishing and undertaking a change in the gender of the summons is therefore a commitment to seek relief from a state of disorder of identity, recognition of sex norms and reference to them in order to be able to transform one's body; it is a chance to develop in a medical and judicial pathway that makes time a condition for the completion and success of the company. ; The metaphor of rebirth is sometimes used to evoke the transsexual transition. From this qualification, the article investigates the transition and reports on its conceptualization in our society. The description of the transsexual process reveals that the claim of belonging to an ascribed gender other than the one received at birth, is conceived as a consequent identity change: a new being comes into the world. Moreover, this change can be only realized in the framework of a gradually medical and legal protocol which respects carefully gender norms. In consequence to begin a transsexual transition means translating the desire of transformation in terms of identity trouble and asking for its treatment; signifies testifying to recognize the gender norms and refering to them for the body transformation; and also means engaging in a medical and legal journey which considers temporality as the condition ...

O Clube Gay Amazonas, situado na cidade mexicana do Tenosique, foi criado em 1996 por um grupo de homens gay, mulheres travesti e transgênero como um espaço de socialização e de diálogo político com autoridades e instituições, e como uma maneira de enfrentar a epidemia da Aids que, em princípios dos anos 90, começava a afetar os residentes locais. Neste artigo analisamos as atividades do Clube como um processo de politização da sexualidade, que mostra o vínculo entre processos coletivos de construção de cidadania e processos subjetivos de constituição, aceitação e reivindicação de uma identidade sexual. Desta maneira, o Clube Gay Amazonas é tanto o resultado como a apropriação de dois processos históricos: a expansão da cidadania e a formação de identidades sexuais diversas. Sua ação vincula ambas, politizando identidades e outorgando à cidadania um matiz de desejo. Ao mesmo tempo em que o grupo coloca suas demandas no debate público da cidade, traça as coordenadas que permitem a seus membros construir uma noção afirmativa de si mesmos, de seus corpos, de sua estética e de seu desejo. Deste modo, o processo de construir cidadania transforma-se em e emerge do processo de constituição de si. Palavras-chave: sexualidade; subjetividade; cidadania; sujeito político; México Un nombre propio, un espacio común. Subjetividad, ciudadanía y sexualidad en México. El Club Gay Amazonas El Club Gay Amazonas, situado en la ciudad mexicana de Tenosique, fue creado en 1996 por un grupo de hombres gay, mujeres travesti y transgénero, como un espacio de socialización y de diálogo político con autoridades e instituciones, y como una manera de enfrentar la epidemia del SIDA que a principios de los años noventa empezaba a afectar a los residentes locales. En este artículo analizamos las actividades del Club como un proceso de politización de la sexualidad, que muestra el vínculo entre procesos colectivos de construcción de ciudadanía y procesos subjetivos de constitución, aceptación y reivindicación de una identidad sexual. De esta manera, el Club Gay Amazonas es tanto el resultado como la apropiación de dos procesos históricos: la expansión de la ciudadanía y la formación de identidades sexuales diversas. Su acción vincula ambos, politizando identidades y otorgando a la ciudadanía un matiz de deseo. Al tiempo que el grupo coloca sus demandas en el debate público de la ciudad, traza las coordenadas que permiten a sus miembros construir una noción afirmativa de sí mismos, de sus cuerpos, de su estética y de su deseo. De este modo, el proceso de construir ciudadanía se transforma en y emerge del proceso de constitución de sí. Palabras clave: sexualidad, subjetividad, ciudadanía, sujeto político, México A name of one's own, a collective place. Subjectivity, citizenship and sexuality in Mexico. The Amazonas Gay Club The Amazonas Gay Club in the Mexican city of Tenosique was created in 1996 by a group of gay men, transvestites and transgender women, as a space for socializing, for political dialogue with authorities and institutions, and as a way of dealing with the AIDS epidemic that in the beginning of the 1990s began to affect local residents. In this article, we analyze the Club's activities as a process of politicization of sexuality that shows the link between collective processes of construction of citizenship and subjective processes of constitution, acceptance and vindication of a sexual identity. In this way, the Amazonas Gay Club is both a result and an appropriation of two historical processes: the expansion of citizenship and the formation of diverse sexual identities. Its action links both, politicizing identities and giving citizenship a shade of desire. Just as the group places its demands into the city's public debate, it lays out coordinates that allow its members to construct an affirmative notion of themselves, of their bodies, of their aesthetic and of their desire. Thus, the process of constructing citizenship is transformed into and emerges from a process of constituting the self. Keywords: sexuality; subjectivity; citizenship; political subject; Mexico

Gegenstand der Analyse ist die mediale Auseinandersetzung um feministische de/konstruktivistische Theorie und Praxis, die 2006/2007 unter der Überschrift 'Gender Mainstreaming' stattfand. Dominiert wurde die Mediendebatte von einer Reihe antifeministischer Veröffentlichungen in überregionalen (Print- und Online-) Zeitungen und Magazinen; auf ihnen liegt das Hauptaugenmerk meiner Untersuchung. Im Zentrum stehen dabei die Einzelanalysen der Artikel "'Gender Mainstreaming' Politische Geschlechtsumwandlung" (FAZ; Volker Zastrow) und "Der neue Mensch" (Der Spiegel; René Pfister), die unter Hinzuziehung des Debattenkontextes (ca. 50 Artikel) untersucht werden. Die Analyse verfolgt die zentralen diskursiven Strategien, mit denen feministische de/konstruktivistische Theorie und Praxis sowie die Protagonist_innen derselben delegitimiert werden und fragt nach den impliziten wie expliziten Aussagen, den zugrundeliegenden gesellschaftlichen Wissensvorräten, Deutungsrahmen und Ausschlüssen. Theoretisch und methodisch wird eine Perspektive entwickelt, die die Mediendebatte einerseits als Kondensat gesellschaftlicher Wissensvorräte und als Spiegel gesellschaftlicher Machtverhältnisse, andererseits als Produzentin von Wissen und Macht analysierbar macht. Die Forschungsfragen und Analyseergebnisse tangieren entsprechend das gesellschaftlich vorhandene Alltags- und wissenschaftliche Wissen über Geschlecht(erverhältnisse) ebenso wie das 'neue' Wissen, das in der Debatte generiert wird, indem Wissen neu kombiniert, akzentuiert, in neue Kontexte gestellt und den Rezipient_innen zugänglich gemacht wird. Mit welchen Bedeutungen wird der Begriff 'Gender' aufgeladen? Nach welchen Kriterien werden feministische Interventionen beurteilt? Welche Subjekte werden abgewertet oder ausgeschlossen (Homosexuelle, Transgender u.a.)? Welches wissenschaftliche und welches Alltagswissen liegt den (antifeministischen/ transphoben/ homophoben) Aussagen zugrunde? Inwiefern haben de/konstruktivistische Geschlechterkonzepte Eingang gefunden in die öffentliche Geschlechterdebatte? Und schließlich auch: Welche Strategien verfolgten jene medialen Artikulationen, die positiv auf feministische Theorie und Praxis und/oder Gender Mainstreaming Bezug nahmen? 'Gender Mainstreaming' fungierte im untersuchten antifeministischen Strang der Debatte als Aufhänger für einen modernisierten Antifeminismus, der sich gegen sämtliche feministische Politiken und Theorien richtete, die (in der Debatte) mit dem Begriff 'Gender' assoziiert wurden. 'Gender' wurde dabei als politisches Stigmawort mit vagem de/konstruktivistischem Gehalt etabliert. Die untersuchten Delegitimierungsstrategien betreffen den Wahrheitsgehalt feministischer Theorie, die Ziele und die Wirkungen feministischer Politik und die Frage nach den Interessen, die mit feministischen Politiken verfolgt werden. Diesen Strategien liegen (unter anderem) Vorannahmen bezüglich Geschlecht und Geschlechtsidentität, Abwertungen und Ausschlüsse bestimmter geschlechtlich oder sexuell markierter Subjekte, spezifische Deutungen feministischer Politiken und Theorien und die Dethematisierung von Machtverhältnissen zugrunde. ; The subject matter of his analysis is the media debate on feminist de/constructivist theory and practice conducted in 2006-07, using the peg 'gender mainstreaming' to hang itself on. The debate was dominated by a number of anti-feminist publications, which my analysis mainly focuses on. The core of the research consists of the analysis of the articles "'Gender Mainstreaming' Politische Geschlechtsumwandlung" (FAZ; Volker Zastrow) and "Der neue Mensch" (Der Spiegel; René Pfister), which are being investigated by also looking at the context of the debate. The analysis aims at the central discursive strategies which are used to delegitimise feminist de/constructivist theory and practice as well as their protagonists and enquires about the implicit and explicit statements of the articles, the basic common knowledge, criterion and exclusions. I devise a theoretical and methodical perspective, which makes the debate analyzable in a double way: On the one hand the media debate can be seen as a 'condensate' of common knowledge and as a mirror of social power structures and on the other hand it functions as a producer of knowledge and power itself. Consequently the research questions allude to the existing common and/or science-based knowledge as well as to the 'new' knowledge which the media debate generates by (re-)combining, (re-)accentuating and (re-)contextualising knowledge. Which denotations/connotations are assigned to the term 'gender'? Which criterion is being mobilized to judge feminist politics? Which subjects (homosexuals, transgendered persons et al.) are degraded or excluded? Which scientific knowledge and which common knowledge form the basis of the (anti-feminist/ transphobic/ homophobic) statements being made? Is there any evidence that de/constructivist perceptions regarding gender found access to the public gender debate? And eventually: Which are the strategies being pursued by those articles that referred to feminist theory and practices affirmatively? Within the anti-feminist thread of the debate, 'gender mainstreaming' served as a peg to hang an updated antifeminism on, that was directed against all feminist politics and theories associated with the term 'gender'. 'Gender' itself was established as a stigmatized political term including a vague de/constructivist meaning. The discursive anti-feminist strategies affect the trueness of feminist thought, the aims and impacts of feminist politics and the question about the interests pursued by feminist politics. These strategies rest upon the specific interpretations of feminist politics and theories, upon the exclusion of existing power structures from the debate, upon underlying presumptions concerning gender and gender identity and upon the degradation and exclusion of persons due to their sex, their gender or their desire.

Lesben und Schwule in der DDR waren einerseits den überall auf der Welt gleichen oder ähnlichen Alltagsdiskriminierungen ausgesetzt. Andererseits gab es eine Reihe von DDR-eigenen und -typischen Diskriminierungen durch den Staat und die Gesellschaft. Zwar ist die wissenschaftliche Erforschung der Alltags- und Lebenswelt von Homosexuellen und der Organisation ihrer Bewegungen in der DDR bereits vorangeschritten - Forschungslücken bestehen jedoch nach wie vor bei der auch in der DDR weit verbreiteten Antihomosexualität. Der vorliegende Tagungsband nimmt die ganze Bandbreite des Themenkomplexes Homosexualität-Antihomosexualität in den Blick. Er enthält die auf der Tagung "Lesben und Schwule in der DDR" im Oktober 2005 gehaltenen Vorträge. Die Veranstaltung wurde vom Landesverband Sachsen-Anhalt des Lesben- und Schwulenverbandes in Deutschland (LSVD) e. V. mit Unterstützung des Ministeriums für Gesundheit und Soziales Sachsen-Anhalt, der Heinrich-Böll-Stiftung und des LSVD-Bundesverbandes ausgerichtet. --- Hartmut Beyer: Geb. 1948. Dipl.-Ing. Oec. Seit 1984 aktiv in der DDR- und BRDSchwulenbewegung, zuerst in den Kirchlichen Arbeitskreisen Homosexualität in Rostock und Magdeburg. 1987 Mitbegründer des Klubs A3 und langjähriger Vorsitzender des gleichnamigen Vereins. Mitbegründer der AIDS-Hilfe Magdeburg und langjähriges Vorstandsmitglied. Von 1996 - 2004 Mitglied der Landessprecherates des Landesverbandes des LSVD Sachsen-Anhalt. --- Dr. Rainer Herrn: Mitarbeiter der Forschungsstelle zur Geschichte der Sexualwissenschaft der Magnus-Hirschfeld-Gesellschaft (Berlin). Zahlreiche Aufsatz- und Buchveröffentlichungen, Ausstellungen, Lehrveranstaltungen und Vorträge zur Sexual- und Geschlechterwissenschaft sowie zu sexuellen Minderheiten aus wissenschafts-, kultur- und sozialhistorischer Sicht, wie z.B. "Schwule Lebenswelten im Osten: Andere Orte, andere Biografien" (Berlin, 1999). Seit 1982 in der DDRLesben- und Schwulenbewegung, seit 1987 in der Aidsselbsthilfe aktiv. --- Samirah Kenawi: Geb. 1962 in Ostberlin. Ab 1984 in verschiedenen DDR-Frauengruppen und Netzwerken aktiv und nahm im Herbst 1989 an Gründung und Aufbau des Unabhängigen Frauenverband (UFV) teil. Seit 1988 baute sie eine Frauenbibliothek sowie ein Archiv zur ostdeutschen Frauenbewegung auf. Über das Archiv Grauzone - die umfassendste Sammlung zur DDR-Frauenbewegung - veröffentlichte sie mehrere Artikel sowie eine Dokumentation und ein Bestandsverzeichnis. --- Ants Kiel: Geb. 1966, Diplom-Pädagoge. Besucher des Arbeitskreises Homosexualität bei der Stadtmission Halle seit Januar 1987, Mitbegründer des Begegnungs- und Beratungs-Zentrum "lebensart" e. V. Halle. U. a. ehrenamtlicher Mitarbeiter beim Aufklärungsprojekt "Sexuelle Orientierungen und die Vielfalt der Lebensweisen" beim BBZ "lebensart" e. V. --- Marinka Körzendörfer: Geb. 1953 in Berlin/DDR; Dipl.-Journalistin; spätes Coming Out mit 29 mit und durch die Hilfe der ersten Lesbengruppe in der DDR, dem "Arbeitskreis Homosexuelle Selbsthilfe - Lesben in der Kirche" an der Berliner Gethsemane-Gemeinde; aktive Mitarbeit in der DDR-weiten Lesben- und Schwulenbewegung; 1989 Mitgründerin des Unabhängigen Frauenverbandes - UFV; noch im Frauenprojekt "lila offensive". --- Prof. Dr. Rüdiger Lautmann: Geb. 1935, lehrt Soziologie an der Universität Bremen und leitet das Institut für Sicherheits- und Präventionsforschung in Hamburg. Neben den 'offiziellen' Aufgaben seit 1971 Forschungen zur Homosexualität; als Schwuler selbst veröffentlicht mit dem Buch 'Seminar: Gesellschaft und Homosexualität' (Suhrkamp, 1977). Weitere einschlägige Bücher wie "Homosexualität. Handbuch der Theorie- und Forschungsgeschichte" (Campus-Verlag, 1993) oder "Ausgrenzung macht krank. Homosexuellenfeindschaft und HIV-Infektionen" (Westdeutscher Verlag, 2000). Seit 1982 mehrfach in der DDR, zu Forschungen in den Staatsarchiven über den ń 175, Kontaktaufnahme zu Aktivisten. - --- Christian Schenk: Christian (bis 2006 Christina) Schenk MdB a.D., geb. 1952, Dipl.-Physiker. 1983 - 1990 in der Lesben- und Schwulenbewegung der DDR unter dem Dach der Evangelischen Kirche aktiv, insbesondere in der "Lesbengruppe Berlin", 1989 Gründungsmitglied des Unabhängigen Frauenverbandes (UFV) und dessen Vertreter/in am Zentralen Runden Tisch der DDR, 1990-2002 Mitglied des Deutschen Bundestages, u.a. mit dem Arbeitsschwerpunkt Gleichstellungspolitik in Bezug auf lesbische, schwule, trans- und intersexuelle Lebensweisen, gegenwärtig in Transsexuellen- und Transgender- sowie Intersex-Zusammenhängen politisch engagiert. --- Dr. Ursula Sillge: Geb. 1946, Dipl. Agrar-Ing., Soziologin, Dr. phil. Kulturgeschichte. Seit 1968 in Berlin (Ost), Feministin, wissenschaftliche Mitarbeiterin an der Humboldt-Universität zu Berlin, psychosoziale Beratung, journalistisch und schriftstellerisch tätig, Initiatorin und langjährige Leiterin des Sonntags-Clubs, gründete und leitet das Lila Archiv. Buch: "Un-Sichtbare Frauen - Lesben und ihre Emanzipation in der DDR", Berlin, Verlag Ch. Links, 1991 u.a. Publikationen. - Publikation des Landesverbandes Sachsen-Anhalt des Lesben- und Schwulenverbandes in Deutschland (LSVD) und der Heinrich-Böll-Stiftung Sachsen-Anhalt. In der Broschüre "Lesben und Schwule in der DDR" beschäftigen sich Wissenschaftler, Vertreter der Kirche, Zeitzeugen und Bürgerrechtler mit dem Leben von und den Rahmenbedingungen für Lesben und Schwule in der DDR. Hans-Peter Schulze - Begrüßung (Seite 5), Dr. Lutz Trümper - Grußwort des Oberbürgermeisters der Landeshauptstadt Magdeburg (Seite 6), Eduard Stapel - Einleitung (Seite 7), Prof. Dr. Kurt Starke - Leben von Lesben und Schwulen in der DDR. Selbstreflexion und Einstellung von Hetero- zu Homosexuellen und Homosexualität (Seite 9), Christian Schenk - Die Partei(en) in der DDR. Ihre Politik und ihre Ideologie(n) im Blick auf lesbische Lebenswelten (Seite 35), Samirah Kenawi - Die Ersten werden die Letzten sein. Thesen zur Lesbenbewegung in der DDR (Seite 57), Hans-Jochen Tschiche - "Die Kirche ist für alle da, aber nicht für alles!" Die Kirche(n) und ihre (Basis-)Gruppen sowie der besondere Umgang der Kirche(n) mit den Lesben- und Schwulengruppen (Arbeitskreise Homosexualität). (Seite 67), Marinka Körzendörfer - Getrennt kämpfen, vereint zuschlagen? Das Verhältnis von Lesben und Schwulen innerhalb der BürgerInnenrechts-Bewegung(en) in der DDR (Seite 83), Dr. Rainer Herrn - Schwule Männer und die Krankheit Aids in der DDR (Seite 89), Eduard Stapel - Warme Brüder gegen Kalte Krieger. Die DDR-Schwulenbewegung im Visier des Ministeriums für Staatssicherheit. (Seite 99), Dr. Ursula Sillge - Damals war's! Zu Bedingungen, Strukturen und Definitionen der lesbischschwulen Bewegung in der DDR. (Seite 109), Prof. Dr. Rüdiger Lautmann - Warum vergisst die Geschichtsschreibung zur späten DDR den Beitrag der Lesben und Schwulen? (Seite 117), Anhänge: Lesben und Schwule in der DDR. Programm der Tagung. (Seite 137), Hartmut Beyer - Die Gründung des "Klubs A-3?: Ein Auftragswerk der Staatssicherheit? (Seite 139), Ants Kiel - Geschichtlicher Abriss des Arbeitskreises Homosexualität Eisleben (1983/84) und Halle (ab 1984) (Seite 141), Michael Heß - Spuren zu Denkmälern (Tagungsbericht/Presseartikel) (Seite 148), Herbert Potthoff - Lesben und Schwule in der DDR (Tagungsbericht/Presseartikel) (Seite 152), Verzeichnis der Autorinnen und Autoren (Seite 157)

Author's introductionAlthough criminologists have long dominated the field of school violence research, there has been a growing body of research by cultural sociologists in this area as well. In many ways, a cultural approach to understanding school violence has taken school violence beyond the realm of just criminal and physical acts of violence. These scholars have begun to examine verbal, emotional, sexual, and racial expressions violence, as well as violence that is perpetuated by institutions, what Bourdieu has called symbolic violence. Courses that take this perspective explore how cultural concepts, or what Swidler calls a 'cultural toolkit', can be used as a lens for analyzing the experiences and practices of school violence. This can include, for example, an examination of how the dominant American ideology of meritocracy and competition can foster fights between middle school students, or how a feminine identity might push girls to be relationally aggressive towards each other rather than physically aggressive. In this regard, cultural sociology broadens our understanding of what constitutes school violence to uncover a wide spectrum of behaviors, attitudes and beliefs that may indeed lead to more overt expressions of violence. In doing so, a cultural approach can also help educators rethink discipline policies that have been created to resolve this social problem.Author recommendsSwidler, Ann 1986. 'Culture in Action: Symbols and Strategies.'American Sociological Review51: 273–86.Swidler's concept of a cultural toolkit provides a strong foundation for any cultural sociology course. Swidler defines a cultural toolkit as the symbols, stories, rituals, beliefs, ideologies and practices of daily life through which people use to shape their behavior. This paper presents a broad understanding of culture, which Swidler argues is not a unified system, but rather a set of complex and changing concepts from which we select different pieces from in order to construct different strategies of actions. When considering cultural approaches to school violence, it is useful to consider this broad definition of culture.Henry, Stuart 2000. 'What is School Violence? An Integrated Definition.'Annals of the American Academy of Political and Social Science567: 16–30.Henry provides a definition of school violence that transcends physical violence and interpersonal violence between students to include psychological, emotional, ethical and moral violence that occurs not only between students, but also includes harm committed by teachers and organizations against students. This latter form of harm can include tracking, school security, sexual harassment, or essentially anything that hinders the creativity, learning and academic success of a student. Henry argues that school violence must include symbolic violence, which he defines as the use of authority, power, and coercion to dominate an individual or group of people.Ferguson, Ann Arnett 2000. Bad Boys: Public Schools in the Making of Black Masculinity. Ann Arbor, MI: University of Michigan Press.Ferguson builds on Bourdieu's concept of symbolic violence and Foucault's theory of disciplinary power to examine an intervention program for 'at‐risk' students, which was comprised of mainly 5th and 6th grade African‐American males. Her ethnography provides a great example of the benefit of using a cultural approach to studying violence, discipline and punishment in schools. For example, Ferguson argues that fighting among boys should be seen as a symbolic expression of masculinity and a space for boys to do emotional work, as well as a site for the production of power and a form of resistance to authority. Her work also explores how teachers and administrators can enact a form of symbolic violence onto students. She observed how the cultural behaviors of African‐American boys, for example, their use of Black English, was often translated by the teachers as 'problem behavior' and resulted in their label of 'Troublemaker'. Such labels often condemned the boys to the bottom rung of the social order and negatively impacted their academic success.Spina, Stephanie Urso, ed. 2000. Smoke and Mirrors: The Hidden Context of Violence in Schools and Society. New York, NY: Rowan and Littlefield.This edited collection examines school violence as a complicated and multi‐faceted phenomenon, exploring how political, economic, ideological and discursive practices contribute to school violence. This interdisciplinary book includes chapters from Donna Gaines, Henry Giroux, Peter McLaren, Stanley Aronowitz, and Paulo Freire and Donald Macedo. The authors expand the definition of violence by arguing that youth violence, adult violence and societal violence are all intricately connected, and therefore prevention of school violence would requires educators to move beyond reform that only takes place in the school system. Instead, violence prevention needs to implore a broader strategy for change that includes schools, families, communities, and beyond.Brown, Lyn Mikel 2003. Girlfighting: Betrayal and Rejection among Girls. New York, NY: New York University Press.Mikel Brown conducted qualitative interviews with more than 400 girls from first grade through high school who were from different economic, racial and geographic backgrounds. She begins the book by analyzing the cultural messages that girls receive in the media; messages and images that she argues provide girls with a context for fighting among their peers. She draws on Paulo Freire's notion of horizontal violence to look at how girls' meanness to other girls is a result of their struggle to make sense of gender‐saturated images of beauty and heterosexuality that often reinforce their subordinate status in the world. Girlfighting then becomes an avenue to power for young girls in a culture that is rife with sexism. Unlike many other recent books on relational aggression among girls, Mikel Brown interrogates the complicated intersections of race, ethnicity, and class as it relates to girlfighting.Casella, Ronnie 2001. 'Being Down': Challenging Violence in Urban Schools. New York, NY: Teachers College Press.Casella's ethnography of Brandon High School, a small city school in a diverse neighborhood in upstate New York, takes a cultural‐ecological approach to school violence, capturing systemic, interpersonal and hidden forms of violence. He provides a thoughtful critique of intervention strategies that have been created to deal with school violence, such as peer mediation programs, the use of police officers in the hallways, and D.A.R.E. programs, because these programs only address individual acts of violence and do not account for the realities of urban environments, prejudice, economic injustice and poverty that underlie and contribute to school violence.Merten, Don E. 1994. 'The Cultural Context of Aggression: The Transition to Junior High School.'Anthropology and Education Quarterly25(1): 29–43.Don Merten has published several articles that provide a useful framework for examining aggressive behavior from a cultural standpoint. The data from this article come from a larger ethnographic project of predominantly middle class students in a suburban area who recently transitioned from elementary to junior high school. Merten argues that middle class culture promotes and celebrates individualism, success and hierarchy, which in turn creates a culture that promotes aggressive behavior among students, because students learn that meanness can be an easy avenue for gaining power and status in the hierarchy of cliques in schools.Morris, Edward 2005. '"Tuck in that Shirt!" Race, Class, Gender and Discipline in an Urban School.'Sociological Perspectives48(1): 25–48.Morris draws on Bourdieu's classic reproduction theory to look at the relationship between cultural capital and bodily discipline as it relates specifically to clothing styles and manners. This article is based on an ethnographic study of an urban middle school in Texas that recently enlisted a 'Standard Mode of Dress' uniform policy. The regulation of dress became a constant source of conflict between the students and staff at the school, but had the most punitive effect on poor and racially ethnic minority students, whose cultural styles tended to be negatively stereotyped by the teachers. These students were more likely to punished for violating the policy, even though all social class and racial groups, to some degree, violated the policy. This harsher punishment engendered resistance and alienation among the minority students, which Morris argues had the potential of pushing these students away from school, further reproducing the very inequalities that the school was trying to change.Online materials http://nces.ed.gov/programs/crimeindicators/crimeindicators2008/ The National Center for Education Statistics puts out an annual report on indicators of School Crime and Safety. The indicators in this report are based on information drawn from a variety of data sources, including national surveys of students, teachers, and principals. The report covers not just overt forms of school violence, such as bringing a weapon to school, fighting, and teacher injuries, but also covers bullying, victimization, student perceptions of school safety, and availability and use of drugs and alcohol. http://www.cdc.gov/HealthyYouth/yrbs/index.htm The Youth Risk Behavioral Surveillance System is a school‐based survey conducted by the Centers for Disease Control and Prevention. The survey is conducted every 2 years and provides a representative sample of 9th through 12th graders in public and private schools in the United States. The YRBSS asks a wide variety of questions, but most relevant to school violence include self‐reported responses about behaviors that might lead to unintentional injuries and violence, such as carrying a weapon to school, being threatened by a weapon or being in a fight on school grounds. These data serve a useful comparison between student self‐reporting of violent behavior and school reporting of incidents of school violence. http://www.sshs.samhsa.gov/default.aspx The Safe Schools/Healthy Students website is a federal initiative by the U.S. Departments of Education, Justice, and Health and Human Services. It provides many useful resources, including links federal reports on school safety, a list of related websites, and video podcast discussions of school violence that can be used in the classroom. http://www.hrw.org/legacy/reports/2001/uslgbt/toc.htm 'Hatred in the Hallways: Violence and Discrimination against Lesbian, Gay, Bisexual and Transgender Students in U.S. Schools' is a report conducted by the Human Rights Watch. Data consists of interviews with 140 students, ages 12–21, and 130 parents, teachers, administrators and counselors across seven states, in every region of the U.S. The findings discuss a broad spectrum of violent behavior, including verbal harassment, homophobia, and physical violence. It can be useful for classroom discussion because each finding section of the report includes a 'case study' of one of the participants with direct quotes from their interview. http://www.aauw.org/research/hostile.cfm 'Hostile Hallways: Bullying, Teasing and Sexual Harassment in School' is a national report conducted by American Association of University Women on 8th to 11th grade students. The study found that 8 in 10 students experienced some form of harassment during their time in school. Both the executive summary and entire report are available to download on the website.Sample syllabusCourse outline and selected reading assignmentsSection 1: Introduction to cultural sociologyDefining CultureSwidler, Ann 1986. 'Culture in Action: Symbols and Strategies.'American Sociological Review 51: 273–86.Jepperson, Ronald and Ann Swidler 1994. 'What Properties of Culture Should We Measure?'Poetics 22: 359–71.Cultural Capital and Symbolic ViolenceBourdieu, Pierre and Jean‐Claude Passeron 1977. Reproduction in Education, Society and Culture. London: Sage.Lareau, Annette, and Elliott B. Weininger 2003. 'Cultural Capital in Educational Research: A Critical Assessment.'Theory and Society 32: 567–606.Reproduction TheoryMacLeod, Jay 1987. Ain't No Makin' It: Aspirations and Attainment in a Low Income Neighborhood. Oxford: Westview Press. Read Chapter 2, 'Social Reproduction in Theoretical Perspective.' Pp. 11–24 and Chapter 8, 'Reproduction Theory Reconsidered,' pp. 135–54.Cultural PedagogyGiroux, Henry 2000. 'Representations of Violence, Popular Culture and Demonization of Youth.' Pp. 93–105 in Smoke and Mirrors: The Hidden Context of Violence in Schools and Society. Edited by Stephanie Urso Spina. New York, NY: Rowan and Littlefield.Section 2: Broadening the definition of school violenceHenry, Stuart 2000. 'What is School Violence? An Integrated Definition.' Annals of the American Academy of Political and social Science 567: 16–30.Watkinson, Ailsa 1997. 'Administrative Complicity and Systemic Violence in Education.' Pp. 3–24 in Systemic Violence in Education: Promise Broken. Edited by Juanita Ross Epp and Ailsa M. Watkinson. Albany, NY: State University of NY Press.Urso Spina, Stephanie 2000. 'Violence in Schools: Expanding the Dialogue.' Pp. 1–40 in Smoke and Mirrors: The Hidden Context of Violence in Schools and Society. New York, NY: Rowan and LittlefieldCasella, Ronnie 2001. 'What is Violent about School Violence? The Nature of Violence in a City School.' Pp. 15–46 in Preventing Violence in Schools: A Challenge to American Democracy. Edited by Joan Burstyn. Mahwah, NJ: Lawrence Erlbaum Associates.Elliott, Delbert S., Beatrix Hamburg, and Kirk R. Williams 1998. 'Violence in American Schools: An Overview.' Pp. 3–30 in Violence in American Schools. Edited by Delbert S. Elliott, Beatrix A. Hamburg, and Kirk R. Williams. Cambridge, UK: Cambridge University Press.Newman, Katherine 2004. Rampage: The Social Roots of School Shootings. NY: Basic Books. Read Part I, Chapters 1–3, pp. 3–76.Section 3: Ideology and aggressionMerten, Don 1994. 'The Cultural Context of Aggression: The Transition to Junior High School.'Anthropology and Education Quarterly, v. 25 (1): 29–43.Willis, Paul 1977. Learning to Labour: How Working Class Kids Get Working Class Jobs. Farnborough, England: Saxon House.Newman, Katherine 2004. Rampage: The Social Roots of School Shootings. NY: Basic Books. Read Part II, Chapters 4–7, pp. 77–178.MacLeod, Jay 1987. Ain't No Makin' It: Aspirations and Attainment in a Low Income Neighborhood. Oxford: Westview Press. Read Chapter 6, 'School: Preparing for Competition,' pp. 83–111.Devine, John 1997. Maximum Security: The Culture of Violence in Inner‐City Schools. Chicago: University of Chicago Press. Read Chapter 1, 'Schools or 'Schools'? Competing Discourses on Violence,' pp. 19–46.Section 4: Cultural scripts – masculinityKimmel, Michael S. and Matthew Mahler 2003. 'Adolescent Masculinity, Homophobia, and Violence.'The American Behavioral Scientist 46(10): 1439–58.Ferguson, Ann Arnett 2000. Bad Boys: Public Schools in the Making of Black Masculinity. Ann Arbor: University of Michigan Press. Read Chapter 4, 'Naughty by Nature,' pp. 77–99 and Chapter 6, 'Getting into Trouble,' pp. 163–96.Bender, Geoff 2001. 'Resisting Dominance? The Study of a Marginalized Masculinity and its Construction within High School Walls.' Pp. 61–78 in Preventing Violence in Schools: A Challenge to American Democracy. Mahwah, NJ: Lawrence Erlbaum Associates.Klein, Jessi and Lynn S. Chancer 2000. 'Masculinity Matters: The Omission of Gender from High‐Profile School Violence Cases.' Pp. 129–62 in Smoke and Mirrors: The Hidden Context of Violence in Schools and Society. New York, NY: Rowan and Littlefield.Section 5: Cultural scripts – femininityEder, Donna 1985. 'The Cycle of Popularity: Interpersonal Relations among Female Adolescents.'Sociology of Education 58(3): 154–65.Merten, Don 1997. 'The Meaning of Meanness: Popularity, Competition, and Conflict Among Junior High School Girls.'Sociology of Education 70(3): 175–91.Merten, Don 2005. 'Transitions and 'Trouble': Rites of Passage for Suburban Girls.'Anthropology and Education Quarterly 36(2): 132–48.Artz, Sibylle 2004. 'Violence in the Schoolyard: School Girls' Use of Violence.' Pp. 167–90 in Girls' Violence: Myths and Realities, edited by Christine Alder and Anne Worrall. Albany, NY: State University of New York Press.Morris, Edward W. 2007. ''Ladies' or 'Loudies'? Perceptions and Experiences of Black Girls in Classrooms.'Youth & Society 38: 490–515.Mikel Brown, Lyn 2003. Girlfighting: Betrayal and Rejection among Girls. NY: New York University Press.Section 6: Culture resources and school violence – languageLanguage and Symbolic ViolenceFerguson, Ann Arnett 2000. Bad Boys: Public Schools in the Making of Black Masculinity. Ann Arbor: University of Michigan Press. Read Chapter 7, 'Unreasonable Circumstances,' pp. 197–226.Youth Talk about ViolenceDiket, Read M. and Linda G. Mucha 2002. 'Talking about Violent Images.'Art Education March: 11–7.Morrill, Calvin, Christine Yalds, Madelaine Adelman, Michael Musheno, and Cindy Bejarano 2000. 'Telling Tales in School: Youth Culture and Conflict Narratives.'Law & Society Review 34(3): 521–65.Burman, Michele 2004. 'Turbulent Talk: Girls Making Sense of Violence.' Pp. 81–103 in Girls' Violence: Myths and Realities. Edited by Christine Alder and Anne Worrall. Albany, NY: State University of New York Press.Obidah, Jennifer 2000. 'On Living (and Dying) with Violence: Entering Young Voices in the Discourse.' Pp. 49–66 in Smoke and Mirrors: The Hidden Context of Violence in Schools and Society. New York, NY: Rowan and Littlefield.Section 7: Culture resources and school violence – clothingClothing and School Safety DebatesHolloman, Lillian and Velma LaPoint, Sylvan I. Alleyne, Ruth J. Palmer, and Kathy Sanders‐Phillips 1996. 'Dress‐Related Behavioral Problems and Violence in Public School Settings: Prevention, Intervention, and Policy—A Holistic Approach.'The Journal of Negro Education 65(3): 267–281.Stanley, M. Sue 1996. 'School Uniforms and Safety.'Education and Urban Society 28(4): 424–35.Gereluk, Dianne 2008. 'Limiting Free Speech in the United States.' Pp. 41–64 in Symbolic Clothing in Schools: What Should Be Worn and Why. New York, NY: Continuum.Brunsma, David L., ed. 2006. Uniforms in Public Schools: A Decade of Research and Debate. Lanham, MD: Rowman & Littlefield Education.Clothing, School Policies and Symbolic ViolenceHorvat, Erin McNamara 1999. '"Hey, Those Shoes are Out of Uniform": African American Girls in an Elite High School and the Importance of Habitus.'Anthropology and Education Quarterly 30(3): 317–42.Morris, Edward 2005. '"Tuck in that Shirt!" Race, Class, Gender and Discipline in an Urban School.'Sociological Perspectives 48(1): 25–48.Ferguson, Ann Arnett 2000. Bad Boys: Public Schools in the Making of Black Masculinity. Ann Arbor: University of Michigan Press. Read Chapter 3, 'School Rules,' pp. 49–73.FilmsTough guise: violence, media, and the crisis in masculinity (2002)This Media Education Foundation film explores the relationship between popular culture and the construction of violent masculinity. Of particular relevance to this class, the film examines how the construction of masculinity relates to school shootings. The film is directed by Sut Jhally and narrated by Jackson Katz. This film could be used in the section Cultural Scripts – Masculinity.Wrestling with manhood: boys, bullying and battering (2004)This Media Education Foundation film, written and directed by Sut Jhally, examines the relationship between professional wrestling and the construction of masculinity. The film looks at how wrestling contributes to homophobia, violence against women and bullying in school. This film could be used in the section Cultural Scripts – Masculinity.School violence: answers from the inside (2000)This film originally aired on PBS''In the Mix,' a television series created by and for teens. The film examines stereotyping and conflict in schools through the eyes and voices of teenagers attending a diverse suburban high school. This film could be used in the section Cultural Resources – Language.The killer at Thurston high (2000)This PBS Frontline film focuses on Kip Kinkel, who in 1998, at the age of 15, shot his mother and father, and then opened fire at his school in Springfield, Oregon, killing two and injuring 25. He is currently serving 111 years in prison. The film provides an understanding of the tragedy through multiple viewpoints, including interviews with Kip's sister, teachers and psychiatrists. This film could be used in the section Broadening the Definition of School Violence.Mean girls (2004)Written by Tina Fey and based on Rosalind Wiseman's book, Queen Bees and Wannabes: Helping Your Daughter Survive Cliques, Gossip, Boyfriends, and Other Realities of Adolescence, this fictional account of 'mean girls' is a film that most college students will be familiar with. Clips from the film can be used in the section Cultural Scripts—Femininity to begin a discussion about relational aggression between girls in schools. It can also be used to examine the role that racism and classism play in our public perception of violent behavior, particularly since 'mean girls' in this film tend to be constructed as white and upper class, whereas in contrast, 'violent girls' in film have historically been constructed as poor, young women of color.Project ideas1. Social Policy and Intervention. This assignment is intended to get students critically thinking about how educators approach school violence. Have students pick either a national intervention program, such as D.A.R.E., or a local school policy created to deal with school violence. Begin by analyzing how school violence is defined and what type of intervention/prevention is being proposed. Require students to use a cultural approach to understand and critique the policy. In writing the paper, students should consider the following questions. How would a cultural sociologist define violence? What types of violence are missing from this policy? How would this policy be different if it took into account a cultural approach? The book, 'Being Down': Challenging Violence in Urban Schools (2001) by Ronnie Casella provides a good background resource for completing this assignment.2. Observation Project: Clothing and School Safety. Students will begin by gaining permission to observe at a local middle school or high school. Begin by analyzing the school policy towards clothing. Some schools might have an official uniform policy, whereas others might have policies regarding certain types of clothing (i.e. gang clothing, clothing with profanity, etc.) Next, spend several days observing students in non‐classroom settings, like the hallways, cafeteria, bus or playground. Take detailed fieldnotes. Pay particular attention to the clothing that students wear, any discussion made about clothing by either students or teachers, the relationship between clothing and identity, how clothes are used as a site of resistance, and how clothes might cause conflict between students, or between students and teachers. (You may also want to informally interview students about their perception of the school's policy on clothing, how they negotiate rules about clothing, and how they see clothing policies as contributing to conflict and violence, as well as school safety.) As a class, develop a coding scheme for the fieldnotes. Each student will then individually write an analysis paper on the relationship between clothing, conflict, discipline policies, and school violence.3. Mean Girls: Examining Relational Aggression in Schools. There has been much public attention in recent years to 'mean girls.' As a class, view the film Mean Girls during the course section, Cultural Scripts – Femininity. As a class, develop an interview guide with about six open‐ended questions (i.e. What were your experiences with 'mean girls' in high school? How did you or a close friend deal with being the victim of relational aggression? To what extent did you ever participate in being a 'mean girl'? How did teachers at your school respond to relational aggression between girls?) Next, have students interview six female students using the class interview guide. Students can work individually or in groups to write a paper that compares and contrasts the social construction of mean girls in the film with the actual perceptions of mean girls from their research participants. The analysis should be grounded in the social science research that students are reading on relational aggression.