63.075 - Policing and Performing Gender Binaries: Teachers and Students Negotiating Heteronormative "Bullying" Discourses in U.S., U.K., and Australian Secondary Schools

Session Type: Symposium

Abstract

Bullying research and policy has been largely “gender blind” (Ringrose & Renold, 2010) – failing to note the sociocultural context of bullying and ways in which exclusion and violence are often rooted in reinforcing “rules” for heteronormative gender (Payne & Smith, 2013). Bullying research attending to gender comes largely from psychology and reinforces gendered stereotypes rather than exploring gender policing as a primary function of bullying behavior. Using data from a range of research studies, papers in this symposium explore ways heteronormative expectations for gender compliance are deeply rooted in school culture, reinforced by students and teachers. We explore the discursive limitations around “who” students are allowed to be, as well as possibilities for rupturing the dominant gender order.

Sub Unit

• SIG-Queer Studies

Chair

• Elizabethe Payne, Queering Education Research Institute (QuERI)

Papers

• Quiet Girls and Active Boys: Heteronormative Gender Roles in Teacher Allies' Classrooms - Melissa J. Smith, University of Central Arkansas

• Posthuman Performativity and Secondary School "Bullying": Gendered Regulations as Discursive, Affective, and Material Intra-Actions - Victoria Rawlings, Lancaster University; Jessica Lenore Ringrose, Institute of Education - London

• Transgender Kiss and the Specter of Sexual Predation: Elementary Educators' Talk About a Male-to-Female Transgender Child's Romantic Awakenings - Elizabethe Payne, Queering Education Research Institute (QuERI)

Discussant

• Jessica Fields, San Francisco State University