Revisiting Bodies and Pleasures

Butler, Judith

doi:10.4135/9781446219607.n2

Cited by 23 publications

(27 citation statements)

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“…Payne and Smith (2013) argue that in changing the definition from one of the bully/victim binary to one that understands gender policing and peer aggression as sustaining power imbalances we can begin to challenge heterosexist and gendered oppressions. The findings of this study support their conclusion, and demonstrate how teachers' own notions of both bullying and gender fail to realise the ways in which gender, sex and sexuality are co-constituted (Butler 1999;Youdell 2005). The teachers interviewed here, often the only officially sanctioned providers of sexuality-related knowledge in the school, are in a unique space that potentially affords them opportunity to challenge the ways in which gender-sexsexuality is articulated and functions for young people.…”

Section: Discussionsupporting

confidence: 69%

‘They're just not mature right now’: teachers' complicated perceptions of gender and anti-queer bullying

Preston

2015

Sex Education

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Sexuality education teachers in the USA are often the only officially sanctioned voice in schools charged with teaching students about sexuality and gender. This paper considers the ways in which sexuality education teachers conceptualise gender and anti-queer bullying in order to explore the ways in which teachers understand their own role in the systems of power that lead to gender policing and anti-queer bullying. The study finds that teachers' notions of gender are often linked to essentialist and stereotypical notions of sex and that their beliefs about anti-queer bullying reinforce problematic discourses that dismiss bullying as immature and silence queer potentials for young people.

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Section: Discussionsupporting

confidence: 69%

‘They're just not mature right now’: teachers' complicated perceptions of gender and anti-queer bullying

Preston

2015

Sex Education

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“…The notion of identity work is consistent with the view adopted in this paper, inspired by anti-essentialist assumptions and by a feminist theory of identity as performativity (Butler, 1990(Butler, , 1999) that conceptualize gender not as substance, but as a practice learnt and enacted on appropriate occasions. Such identity work is promising, yet it needs to systematically tackle issues of identity construction for marginalized professionals.…”

Section: The Process Of Professional Identity Construction: a Brief Rmentioning

confidence: 78%

Retracted Article: Fitting into technical organizations? Exploring the role of gender in construction and engineering management in Greece

Kyriakidou

2012

Construction Management and Economics

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While there is growing interest in professional identity construction, little is known about how marginalization may influence the development of professional identity of minority professionals, such as women engineers holding middle and upper management positions in construction management. Professional identity is defined as one's professional self-concept based on attributes, beliefs, values, motives and experiences. The development of professional identity under conditions of marginalization presents an interesting puzzle. Professional roles are defined as prestigious and provide the role holder with autonomy and, often, a degree of privilege. However, marginalized professionals are often accorded little prestige and/or privilege because their identities are perceived as inferior. Thus, the purpose of the study is to build and enrich theory around the development of professional identity under conditions of marginalized gender identity. To accomplish this goal, the study of narratives by 33 prominent Greek women civil engineers with careers in construction management explores what it means to be both women and engineers holding high management positions in their organizations. The analysis of the findings revealed a redefinition rather than an adaptation process as a central task for the professional identity construction of women managers in engineering which involved three redefinition tasks: redefining occupational rhetorics, disadvantage, and the self.

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“…For instance, the notion of polymorphous perversity has been taken up as a potential site of such fragmented bodily pleasure (see, for instance, Weeks, 1991). Recently, however, Butler (1999) has returned to Foucault's injunction and questioned whether it is possible, in the contemporary moment, to separate sex-desire and jettison categories of sex and sexuality. According to Butler, sex and desire are so deeply entwined in prevailing discourses that they remain fundamental to the constitution of intelligible subjects.…”

Section: Analytical Frameworkmentioning

confidence: 93%

“…This examination is framed by Judith Butler's ongoing engagement with Foucault (1990Foucault ( , 1991Foucault ( , 1993Foucault ( , 1997aFoucault ( , b, 1999 and recent rearticulation of Althusser andBourdieu (1997a &1997b). In particular, the paper takes up Butler's (1999) theorization of the inseparability of gender and sexuality in the contemporary discursive frame. In this context of constraint, the paper explores the possibilities of Butler's (1997a) politics of performative resignification.…”

Section: Introductionmentioning

confidence: 99%

Sex–gender–sexuality: how sex, gender and sexuality constellations are constituted in secondary schools

Youdell

2005

Gender and Education

162

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To cite this article: Deborah Youdell (2005) Sex-gender-sexuality: how sex, gender and sexuality constellations are constituted in secondary schools, Gender and Education, 17:3, 249-270, This paper explores the relationships between sex, gender and sexuality through a series of close readings of data generated through an ethnography undertaken in a south London secondary school. The paper takes as its focus girls aged 15 to 16 and considers how particular sexed, gendered and sexualized selves are constituted. Drawing on Foucault's understanding of subjectivation and the subsequent work of Judith Butler, in particular her theorization of the inseparability of gender and sexuality in the contemporary discursive frame, these analyses demonstrate how students' mundane and day-to-day practices-including bodily deportment, physical games, linguistic accounts, and uses of clothing, hairstyles and accessories-are implicated in the discursive constitution of student subjectivities. The paper argues for an understanding of sex-gender-sexuality joined together in discursive chains and intersecting with further identity categories. As such, the paper suggests that subjectivities might helpfully be thought in terms of constituting constellations that create both possibilities and constraints for 'who' students can be. IntroductionThe relationships between gender, sexuality and school experience have received increasing attention in recent years. Much work in the area takes as given the sexual orientation, and therefore sexual identity, of the students of whom it speaks. This paper offers an alternative view of the school level processes at work around sex, gender and sexuality. It rejects the silent acceptance that sexual orientation is a biological, psychological, or psychic pre-given that is synonymous with sexuality and exists in a causal, linear, relationship with sexual identity. At the same time, however, it calls into question the plausibility of severing the connection between gender and sexuality advocated by some queer and feminist theorists. In doing this, the paper argues that such a severing is not borne out in school level practices that are marked

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Revisiting Bodies and Pleasures

Cited by 23 publications

References 0 publications

‘They're just not mature right now’: teachers' complicated perceptions of gender and anti-queer bullying

‘They're just not mature right now’: teachers' complicated perceptions of gender and anti-queer bullying

Retracted Article: Fitting into technical organizations? Exploring the role of gender in construction and engineering management in Greece

Sex–gender–sexuality: how sex, gender and sexuality constellations are constituted in secondary schools

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