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Journal articles on the topic 'Heteronormativity'

Author: Grafiati

Published: 4 June 2021

Last updated: 30 July 2024

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1

Moore, Ashley R. "Understanding heteronormativity in ELT textbooks: a practical taxonomy." ELT Journal 74, no. 2 (March 19, 2020): 116–25. http://dx.doi.org/10.1093/elt/ccz058.

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Abstract Heteronormativity is a form of oppressive ideology in which heterosexuality is assumed to be the normal, and often only, pattern of human romantic relationships. In the ELT classroom it can be damaging to students who fall outside of heterosexuality’s narrow confines and impoverishes learning for all students. In this article, I argue that heteronormativity’s persistence in ELT textbooks is a product of its various forms, some more insidious than others, and companies pandering to conservative markets in an increasingly homogeneous, globalized publishing economy. Worse, attempts to counter heteronormativity using essentialized representations of non-heterosexual groups may ultimately perpetuate it. Building on the work of others who have examined its manifestation in ELT textbooks, I present a taxonomy of five different forms of representational heteronormativity. I argue that this taxonomy can be used by materials writers, curriculum planners, and classroom teachers to guide their practice away from heteronormativity, towards more critically inclusive materials.

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2

Winkler, Matteo M. "Same-Sex Marriage and Italian Exceptionalism." ICL Journal 12, no. 4 (March 26, 2019): 431–56. http://dx.doi.org/10.1515/icl-2018-0037.

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Abstract This article unveils Italy’s exceptionalism in recognising and protecting same-sex couples by adopting a three-dimension analysis: constitutional, comparative and supranational. It maintains that, compared to other countries whose courts were sympathetic with the legal claims raised by lesbian and gay people, Italy’s Constitutional Court adopted a totally different approach, reinforcing the heteronormativity of marriage in a way that delayed all efforts to pass a law on same-sex registered partnerships. The Constitutional Court, in particular, interpreted the Constitution, the experience of other nations and supranational law according to heteronormativity, an example that is unique in the comparative context. As an illustration, this article addresses the case Bernaroli vs Ministry of the Interior. In Bernaroli, a male-to-female transgender person wanted to remain married to her wife notwithstanding the transition. The case ignited a heated debate among scholars and questioned the courts’ opinions as to the human rights dynamics surrounding same-sex marriage and, more importantly, about the current role of heteronormativity in marriage law. This article concludes that the legal existence of Bernaroli’s marriage represents a constant challenge to the status quo and highlights the permanent crisis of heteronormativity. After the Austrian Constitutional Court’s recent ruling that declared the law on same-sex domestic partnership to be discriminatory, heteronormativity’s defence became even more untenable, making Italy’s a true exception in the continent’s legal landscape.

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3

Heisterkamp, Brian L. "Challenging heteronormativity." Journal of Language and Sexuality 5, no. 1 (February 29, 2016): 37–60. http://dx.doi.org/10.1075/jls.5.1.02hei.

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Because gay male and lesbian couples have broken from the heteronormative binary of cross-sex relationships, it is necessary to examine the conversational practices used by gay men and lesbians to refer to members of same-sex couples. While gay and lesbian couples use typical reference terms for romantic partners, I contend that this use challenges heteronormative language assumptions because these conversationalists apply the terms lover, partner, and boyfriend/girlfriend to reference co-couple members of same-sex couples, not cross-sex couples. They recontextualize terms normatively associated with reference to cross-sex romantic partners. I used conversation analysis to examine the data, which includes transcriptions of video and audio recordings of gay male and lesbian couples interacting in home environments. The findings suggest that reference terms are recontextualized beyond their heteronormative boundaries.

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4

Woodruffe‐Burton, Helen, and Sam Bairstow. "Countering heteronormativity." Gender in Management: An International Journal 28, no. 6 (August 16, 2013): 359–74. http://dx.doi.org/10.1108/gm-01-2013-0015.

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5

Marchia, Joseph, and Jamie M. Sommer. "(Re)defining heteronormativity." Sexualities 22, no. 3 (November 20, 2017): 267–95. http://dx.doi.org/10.1177/1363460717741801.

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In this article, we examine definitions tied to the term heteronormativity. Taking a random sample of articles from Gender Studies and SociIndex, and a purposive sample of articles from various journals with the highest citation count and relevancy to the field, we analyze how meanings of heteronormativity transformed from the time of its conception until the present. We find that the word has deviated from its original meanings, with subsequently published articles relying on different theoretical frames. We delineate the different uses of heteronormativity into four discrete categories that each follow differing threads of theory, from that of Foucault and Warner/Seidman, Rich, Butler, and Rubin. To encourage clarification in future scholarship, we provide prefixes for each use of heteronormativity, which correspond to each theoretical trend: heterosexist-heteronormativity, gendered-heteronormativity, hegemonic-heteronormativity, and cisnormative-heteronormativity. This new language will allow researchers to continue to expose and unveil heteronormativity and foster clear dialogue on its multidimensional properties.

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6

Wulandari, Lisa Okta, and Dewi Haryani Susilastuti. "THE CHALLENGE TOWARDS THE HEGEMONY OF HETERONORMATIVITY AS DEPICTED IN JENNY’S WEDDING: A PIERRE BOURDIEU’S SOCIAL REPRODUCTION THEORY." Rubikon : Journal of Transnational American Studies 6, no. 2 (September 30, 2019): 104. http://dx.doi.org/10.22146/rubikon.v6i2.61492.

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In America, the definition of marriage has changed. The Supreme Court has legalized same-sex marriage. As the growth of LGBT people slowly continues, and they keep struggle and fight for their equality, heterosexuals might feel threatened. This study aims to know how the same-sex relationship challenges the hegemony of heteronormativity and whether or not the gender norm has been shifted as proof. This study uses Jenny's Wedding (2015). It focuses on gender position, role, and responsibility in heteronormativity and homosexuality. This study uses the sociological approach and gender theory, to see the relation between heteronormativity and the individuals also Pierre Bourdieu’s social reproduction theory to see the shifting of gender norm. The finding shows that heteronormativity is used as the standard to judge, stereotype, expect things, and make assumptions. The recognition and support from society towards LGBT people and their coming out give challenges for the existenceof heterosexuals. Therefore, the contact of heteronormativity and homosexuality makes the heteronormativity no longer pure. When homosexuality affects gender norm, there must be changes in the gender norm itself.Keywords: gender; hegemony; heteronormativity; homosexuality; same-sex relationship

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7

Pechriggl, Alice. "Natural law and "heteronormativity?" Recherches en psychanalyse 10, no. 2 (2010): 286a. http://dx.doi.org/10.3917/rep.010.0107.

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8

Pechriggl, Alice. "Natural law and “heteronormativity”." Recherches en psychanalyse 10, no. 2 (2010): 2025. http://dx.doi.org/10.3917/rep.010.2025.

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9

Asquith, Nicole L. "Honour, Violence and Heteronormativity." International Journal for Crime, Justice and Social Democracy 4, no. 3 (October 5, 2015): 73–84. http://dx.doi.org/10.5204/ijcjsd.v4i3.191.

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Popular representations of Honour Based Violence (HBV) and honour killings construct this violence as an artefact of an uncivilised code of morality. Here ird, sharaf or izzat and shame are adhered to particular moral codes that are more likely to be found in the Quran. This clichéd version of HBV frames Muslim women’s sexual autonomy as exceptionally regulated, most commonly by male family members with the complicity of female relatives. In its most extreme (and publicly known) form, HBV is epitomised by the ‘honour’ killings that come to the attention of the criminal justice system and, as a consequence, the media. Yet emerging research shows that HBV unfolds through increasingly punitive systems of social punishment, which is neither unique to Islam, nor religious communities more generally. In this paper, it is argued that the construction of HBV as a matter of deviant and antiquated Muslim honour codes is Islamophobic and that a more productive lens through which to understand collective familial violence may lie in the conceptual framework of heteronormativity.

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10

Geller, Pamela L. "Bodyscapes, Biology, and Heteronormativity." American Anthropologist 111, no. 4 (November 17, 2009): 504–16. http://dx.doi.org/10.1111/j.1548-1433.2009.01159.x.

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11

Boellstorff, Tom. "Diagnosing difference: Anthropology's heteronormativity." American Ethnologist 32, no. 1 (February 2005): 37–38. http://dx.doi.org/10.1525/ae.2005.32.1.37.

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12

Schilt, Kristen, and Laurel Westbrook. "Doing Gender, Doing Heteronormativity." Gender & Society 23, no. 4 (July 16, 2009): 440–64. http://dx.doi.org/10.1177/0891243209340034.

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13

Ward, Jane, and Beth Schneider. "The Reaches of Heteronormativity." Gender & Society 23, no. 4 (July 16, 2009): 433–39. http://dx.doi.org/10.1177/0891243209340903.

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14

Strear, Molly M. "Forecasting an Inclusive Future: School Counseling Strategies to Deconstruct Educational Heteronormativity." Professional School Counseling 20, no. 1a (January 1, 2017): 1096–2409. http://dx.doi.org/10.5330/1096-2409-20.1a.47.

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This Delphi study engaged a panel of 14 school counselor educators and school counselors in a critical discourse to generate school counseling strategies to deconstruct educational heteronormativity. This study resulted in 51 school counseling strategies that school counselors can employ to deconstruct educational heteronormativity. This article also provides an introduction to heteronormativity and queer theory to demonstrate how school counselors can engage in social justice advocacy through intentional practice.

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15

Lasio, Diego, João Manuel De Oliveira, and Francesco Serri. "Queering kinship, overcoming heteronorms." Human Affairs 30, no. 1 (January 28, 2020): 27–37. http://dx.doi.org/10.1515/humaff-2020-0003.

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AbstractAlthough same-sex couples and their offspring have been legitimised in many European countries, heteronormativity is still embedded in institutions and practices, thereby continuing to affect the daily lives of LGBT individuals. Italy represents a clear example of the hegemonic power of heteronormativity because of the fierce opposition to recognising lesbian and gay parenthood among many parts of society. This paper focuses on the peculiarities of the Italian scenario with the aim of highlighting how heteronormativity works in contemporary neoliberal contexts. By drawing on queer and feminist perspectives, the article also analyses how LGBT equal rights demands can contribute, to some extent, to reinforcing heteronormativity. Implications concerning strategies for challenging the regime of normality and queering kinship are discussed.

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16

Calhoun, Austin Stair, Nicole M. LaVoi, and Alicia Johnson. "Framing With Family: Examining Online Coaches’ Biographies for Heteronormative and Heterosexist Narratives." International Journal of Sport Communication 4, no. 3 (September 2011): 300–316. http://dx.doi.org/10.1123/ijsc.4.3.300.

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Sport scholars have connected heteronormativity and heterosexism to the creation of privilege for the dominant group. They also contend that the coverage and framing of female athletes and coaches promote heteronormativity across print, broadcast, and new media. To date, research examining heteronormativity and heterosexism on university-sponsored athletics Web sites is scarce. Using framing theory, online biographies of NCAA intercollegiate head coaches of 12 conferences (N = 1,902) were examined for textual representations of heteronormativity and heterosexism. Biographies were coded based on the presence or absence of personal text—and the presence or absence of family narratives. The data demonstrate a near absence of gay, lesbian, bisexual, and transgendered coaches, suggesting that digital content of intercollegiate athletic department Web sites reproduces dominant gender ideologies and is plagued by homophobia in overt and subtle ways.

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17

Rumens, Nick, and Mustafa B. Ozturk. "Heteronormativity and the (re)construction of gay male entrepreneurial identities." International Small Business Journal: Researching Entrepreneurship 37, no. 7 (May 16, 2019): 671–88. http://dx.doi.org/10.1177/0266242619846609.

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This article explores how heteronormativity shapes the (re)construction of gay male entrepreneurial identities. Drawing on in-depth interview data and utilising conceptual resources from queer theory, this article traces the effects of heteronormative entrepreneurial discourses, evident in the types of gay male sexualities discursively mobilised by study participants to (re)construct normal gay male entrepreneurial identities. Study data reveal the regulatory and normalising impact of heteronormativity along three discursive themes: entrepreneurial gay masculine identities; the entrepreneurial (gay) ‘family type guy’; and repudiating the feminine in women and other gay men. This article contributes to the limited LGBT entrepreneurship literature, in particular, the scholarship on heteronormativity and entrepreneurial identities, showing how heteronormativity retrenches both the heterosexual/homosexual binary and the male norm at the core of dominant entrepreneurial discourses.

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18

Atkins, Jenn, and Jennifer Brady. "Queer Theory & Dietetics Education: Interrupting Heteronormativity." Critical Dietetics 3, no. 1 (February 4, 2016): 11. http://dx.doi.org/10.32920/cd.v3i1.660.

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Schools and their classrooms operate within a larger social context (Lemke, 2000). In spite of the changes in the broader social context they remain unsettlingly rigid in their masculine, white, middle-class, heteronormative foundations. It is the latter point, heteronormativity, that this article takes up for discussion and to which Queer Theory is proposed as a mechanism through which to subvert the ‘norm’ of current pedagogical/curricular heteronormative processes. Specifically, I argue that Queer Theory calls attention to the heteronormative undercurrent of dietetic education and may evoke a political consciousness of teaching and learning among dietetic educators and students that disrupts heteronormativity. Moreover, I contend that transgressing the current constructs of pedagogy that remain informed by and complicit in maintaining heteronormativity within dietetics demands that as educators and students we “dare to know”—that we risk confronting privilege and oppression in our classrooms in light of the potentially unsettling insight that teaching and learning is an embodied and relational process that takes place in (hetero)sexualized spaces. The aim of this paper is to contemplate the intersection between heteronormativity in dietetic curriculum and an embodied, subjective development of identity. An analysis of heteronormativity in dietetic curriculum and the prospect of introducing Queer Theory as a means for “interrupting heteronormativity” delivers great potential for stimulating dialogue and debate around issues of diversity, difference, the role of bodies as vehicles of regulation and organization and the fluid nature of identity, sexuality and bodies.

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19

Motschenbacher, Heiko. "‘Now everybody can wear a skirt’: Linguistic constructions of non-heteronormativity at Eurovision Song Contest press conferences." Discourse & Society 24, no. 5 (June 3, 2013): 590–614. http://dx.doi.org/10.1177/0957926513486167.

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This article provides an ethnographically-based, in-depth discourse analysis of linguistic constructions of non-heteronormativity at Eurovision Song Contest press conferences. Contexts of high national salience have been found to largely support or even promote heteronormative discourses. The present study, by contrast, sets out to look at the construction of sexuality in a transnational community of practice of high European salience, in which macro-level heteronormativity has to face greater competition from the non-heteronormativity of the local context. The analysis identifies the following patterns of non-heteronormative construction: non-heteronormative talk about love song lyrics and performances, the construction of male same-sex desire, and the challenging of dominant gender discourses. Finally, it is argued that the European transnationalism of the context causes a normative shift from (nationally associated) heteronormativity to an expectation that non-heterosexual identities and desires be met with greater tolerance.

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20

Čeplak, Metka Mencin. "Heteronormativity: School, ideology, and politics." Journal of Pedagogy / Pedagogický casopis 4, no. 2 (December 1, 2013): 162–87. http://dx.doi.org/10.2478/jped-2013-0009.

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Abstract This article analyzes discomfort about sexuality expressed in formal education. It draws on Foucault’s analysis of sexuality as a privileged object of biopolitics (the object of regulation, surveillance, and discipline) and the most instrumentalized element in power relations in the Western world. Related to this is also the pedagogization of child sexuality, which even today is still characterized by ambiguities and discomfort. The author concludes that silence about non-hetero-sexualities and the biomedicalization and physicalization of (homo)sexuality are the most common and obvious symptoms of discomfort about (homo)sexuality in Slovenian schools. These manners of treating sexuality are usually interpreted as neutral, but the author interprets them as strategies of conflict avoidance which in fact support a heteronormative social order and (implicitly or explicitly) even legitimize the exclusion of all who cross the boundaries of ‘normal heterosexuality’. They strengthen prejudice, motivate ignorance, and can even be used as an excuse for violence. The article points out that education does not provide a magic formula since it cannot foresee its own effects due to the complexity of social relations and the nature of the education process (e.g. Millot, 1983).

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21

Ripley, Matthew, Eric Anderson, Mark McCormack, and Ben Rockett. "Heteronormativity in the University Classroom." Sociology of Education 85, no. 2 (December 16, 2011): 121–30. http://dx.doi.org/10.1177/0038040711427315.

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22

Lovaas, Karen E., Lina Baroudi, and S. M. Collins. "Transcending Heteronormativity in the Classroom." Journal of Lesbian Studies 6, no. 3-4 (October 21, 2002): 177–89. http://dx.doi.org/10.1300/j155v06n03_15.

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23

Myers, Kristen, and Laura Raymond. "Elementary School Girls and Heteronormativity." Gender & Society 24, no. 2 (March 19, 2010): 167–88. http://dx.doi.org/10.1177/0891243209358579.

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24

Pulos, Alexis. "Confronting Heteronormativity in Online Games." Games and Culture 8, no. 2 (March 2013): 77–97. http://dx.doi.org/10.1177/1555412013478688.

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25

Utamsingh, Pooja Dushyant, Laura Smart Richman, Julie L. Martin, Micah R. Lattanner, and Jeremy Ross Chaikind. "Heteronormativity and practitioner–patient interaction." Health Communication 31, no. 5 (September 30, 2015): 566–74. http://dx.doi.org/10.1080/10410236.2014.979975.

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26

Paiz, Joshua M. "Over the monochrome rainbow." Journal of Language and Sexuality 4, no. 1 (March 30, 2015): 77–101. http://dx.doi.org/10.1075/jls.4.1.03pai.

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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.

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27

Leonardi, Bethy, and Sara Staley. "Cultivating a Queer Mindset: How One Elementary School Teacher is Rattling Common Sense." Teachers College Record: The Voice of Scholarship in Education 123, no. 7 (July 2021): 1–32. http://dx.doi.org/10.1177/016146812112300703.

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Background/Context A significant body of research on gender and sexual diversity in education has called on teachers to “move beyond inclusion” of LGBTQ+ voices in curriculum by queering their practice and “disrupting cis-heteronormativity.” Few studies have focused on the ways that disrupting cis-heteronormativity is challenging work for teachers to engage. Purpose/Objective/Research Question/Focus of Study In this case study, we focus on patterned moves that Laura, a first-grade teacher, made to disrupt cis-heteronormativity by supporting her students in cultivating what we call a “queer mindset”—a way of thinking, feeling, and doing that “rattles” her students’ common sense. Research Design The qualitative study reflects a nested case study design in which Laura represents an individual case within the broader case. Specifically, we use instrumental case study methodology. Conclusions/Recommendations To make good on the goal of disrupting cis-heteronormativity, we encourage educators to cultivate in their students ways of thinking, feeling, and doing that upend common sense and that challenge the status quo. We encourage educators to support their students in developing queer mindsets. This way, not only can educators support individual students, but they can also propel the kind of social transformation we want to see.

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28

Jaworska, Sara. "Pisanie szeptem? O najnowszej polskiej poezji lesbijskiej." Czas Kultury XXXIX, no. 4 (December 21, 2023): 147–56. http://dx.doi.org/10.61269/ceyo2563.

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This article is an attempt to reconstruct the history of Polish lesbian poetry since the 1990s. The author analyzes the work of poets who introduced themes of female non-heteronormativity into Polish poetry at the turn of the millennium. The poems of Ewa Sonnenberg, Inga Iwasiów and Izabela Filipiak (Morska), being examples of different ways of writing about the lesbian experience, became a contribution to the reflection on queer representation in culture and literature in recent years. In the context of the interdisciplinarity of lesbian poetry, the article tries to outline its presence in independent literary life, citing examples of films, zines and slam poetry. It also points out recent books of poetry and female authors who have become representatives of recent Polish lesbian poetry. Keywords: poetry, Polish poetry, contemporary Polish poetry, lesbian poetry, queer literature, queer, non-heteronormativity, feminism, female non-heteronormativity

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29

Kavanagh, Declan. "Beyond Toleration: Queer Theory and Heteronormativity." Maynooth Philosophical Papers 8 (2016): 73–82. http://dx.doi.org/10.5840/mpp201689.

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30

Santamaría-García, Carmen. "Gender identity in interaction: overcoming heteronormativity." Feminismo/s, no. 38 (July 13, 2021): 203. http://dx.doi.org/10.14198/fem.2021.38.08.

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The present article reviews theoretical concepts that can contribute to the analysis of the construction of gender identity in interaction, moving on from heteronormativity, understood as the normalization of heterosexuality as the only, or more, legitimate form of sexuality. Identity is discussed together with the concepts of face, rapport and (im)politeness from a discursive approach (van der Bom & Mills, 2015). It is argued that gender identity face builds on attributes of both respectability and identity faces with differing strengths and saliency depending on the individuals and the context. Analysis is limited to the construction of hetero and gay male gender identities in interaction with women in academic contexts and draws on data from a corpus of naturally occurring interactions compiled by the author. Gay males seem to differ from hetero males in in their choice of resources for doing face-enhancing positive politeness and rapport with their female colleagues. Despite the limited size of the sample, the study hopes to contribute to a better understanding of the construction of gender identity from a discursive approach.

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31

Yep, Gust A. "From Homophobia and Heterosexism to Heteronormativity." Journal of Lesbian Studies 6, no. 3-4 (October 21, 2002): 163–76. http://dx.doi.org/10.1300/j155v06n03_14.

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32

Sharma, Jaya. "Reflections on the Construction of Heteronormativity." Development 52, no. 1 (March 2009): 52–55. http://dx.doi.org/10.1057/dev.2008.72.

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33

Ferfolja, Tania. "Schooling cultures: institutionalizing heteronormativity and heterosexism." International Journal of Inclusive Education 11, no. 2 (March 2007): 147–62. http://dx.doi.org/10.1080/13603110500296596.

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34

Chambers, Samuel A. "‘An Incalculable Effect’ : Subversions of Heteronormativity." Political Studies 55, no. 3 (October 2007): 656–79. http://dx.doi.org/10.1111/j.1467-9248.2007.00654.x.

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The writings of Judith Butler are now canonised in the fields of feminist and queer theory, yet her contribution to politics and her role in the field of political theory remain uncertain. I argue, perhaps uncontroversially, that Butler's is a politics of subversion; I also contend, perhaps more contentiously, that Butler's understanding of subversion only takes clear shape in light of her implicit theory of heteronormativity. Butler's work calls for the subversion of heteronormativity; in so doing her writings both illuminate the general problem of normativity for politics and offer a robust response to that problem. Butler resists the tendency to treat norms as merely agreed-upon standards, and she rebuts those easy dismissals of theorists who would take seriously the power of norms thought in terms of normativity and normalisation. Butler's contribution to political theory emerges in the form of her painstaking unfolding of subversion. This unfolding produces an account of the politics of norms that is needed desperately by both political theory and politics. Thus, I conclude that political theory cannot afford to ignore either the theory of heteronormativity or the politics of its subversion.

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35

Röndahl, Gerd. "Heteronormativity in health care education programs." Nurse Education Today 31, no. 4 (May 2011): 345–49. http://dx.doi.org/10.1016/j.nedt.2010.07.003.

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36

R⊘thing, Åse. "Homotolerance and heteronormativity in Norwegian classrooms." Gender and Education 20, no. 3 (May 2008): 253–66. http://dx.doi.org/10.1080/09540250802000405.

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37

Carastathis, Anna, and Myrto Tsilimpounidi. "Methodological heteronormativity and the “refugee crisis”." Feminist Media Studies 18, no. 6 (October 9, 2018): 1120–23. http://dx.doi.org/10.1080/14680777.2018.1532144.

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38

Fetner, Tina, and Melanie Heath. "Editor’s Pick." Sociological Perspectives 59, no. 4 (August 3, 2016): 721–42. http://dx.doi.org/10.1177/0731121415601269.

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Critical heterosexuality studies demonstrate the role of the traditional, white wedding in the reproduction of heteronormativity and gender and contribute to a social order that privileges white, middle-class, heterosexual married couples over other relationships. However, social science research points to the ways that same-sex weddings offer a site of resistance to heteronormativity and traditional gender roles. We analyze in-depth interviews with women in straight and same-sex marriages. We find that women in straight marriages are more likely to embrace the traditional, white wedding than those in same-sex marriages. Women planning same-sex weddings think deeply about their wedding ceremonies as they relate to heteronormativity. Some participants reject traditional weddings as excessively costly and wasteful. We argue that although weddings are often sites for the celebration of consumerism, traditional gender, and heterosexuality, they can also be sites of resistance that challenge these same social norms.

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39

Sagmeister, Maria. "Mutterschutz, Papa-Monat und heteronormative Familienorganisation." GENDER – Zeitschrift für Geschlecht, Kultur und Gesellschaft 11, no. 3-2019 (October 21, 2019): 116–31. http://dx.doi.org/10.3224/gender.v11i3.08.

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Dieser Beitrag versucht, den Begriff der Heteronormativität für eine Analyse von arbeitsrechtlichen Elternschutzrechten fruchtbar zu machen. Das Recht stellt die Weichen für die innerfamiliäre Aufgabenteilung, in dem es für (Geburts-)Mütter eine obligatorische Erwerbsarbeitsunterbrechung, für Väter und zweite Elternteile hingegen nur freiwillige Zeiten vorsieht. Diese unterschiedliche Behandlung rechtfertigt sich aus den körperlichen Umständen von Geburt, Schwangerschaft und Stillzeit, wirkt sich aber auch auf das Verhältnis der Eltern aus, indem sie geschlechtsspezifisch unterschiedliche Handlungsoptionen bereithält und die Arbeitsteilung mitstrukturiert. Darüber hinaus limitieren außerrechtliche heteronormative Geschlechternormen die Inanspruchnahme freiwilliger Möglichkeiten wie die Elternkarenz durch Väter und legen bestimmte Arrangements – etwa mit dem Verweis auf die Fähigkeit von Frauen zu stillen – näher als andere.

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van Eeden-Moorefield, Brad, Steph Cooke, Jacqueline Bible, and Elvis Gyan. "A Multidimensional Understanding of the Relationship between Sexual Identity, Heteronormativity, and Sexual Satisfaction among a Cisgender Sample." Social Sciences 12, no. 9 (September 20, 2023): 527. http://dx.doi.org/10.3390/socsci12090527.

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Contemporary scholarship has begun to focus more on understanding the myriad health disparities (e.g., sexual anxiety, depression) related to sexual identity and its correlates. Sexual satisfaction is linked to many of these disparities, thereby serving as a potentially impactful correlate to understand more deeply in ways that might suggest potential intervention sites to mitigate various disparities. Further, there have also been calls to consider sexual identity multidimensionally beyond only self-identified sexual orientation (LGBQ+ vs. heterosexual) as well as to better understand the role of cultural factors, such as heteronormativity, as correlates of health disparities. Accordingly, this cross-sectional study used internet survey data from 455 cisgender adults of varying sexual identities to test a moderated mediating model linking two dimensions of sexual identity (self-identified sexual orientation and attraction) to sexual satisfaction as mediated by heteronormativity. Results from the multi-group path model analysis were significant for moderation and suggest that heteronormativity mediated the relationship between the attraction dimension of sexual identity and sexual satisfaction only for those who identified as queer (i.e., LGBQ+), whereas attraction was directly related to sexual satisfaction for those that self-identified as heterosexual. Thus, different dimensions of sexual identity have differential impacts on sexual satisfaction and negative impacts of heteronormativity appear significant only for those that identify as queer.

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Pierce, Christine. "Anti-Homosexual and Gay: Rereading Sartre." Hypatia 22, no. 1 (2007): 10–23. http://dx.doi.org/10.1111/j.1527-2001.2007.tb01146.x.

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Jean-Paul Sartre's questions about anti-Semitism in Anti-Semite and Jew are ones we should want asked about heteronormativity—what causes it, what sustains it, why is so little being done about it, what should be done. Although the parallels between anti-Semitism and heteronormativity are not exact, relevant Sartrian ideas include nationalism, choosing to reason falsely, living in the future, and authenticity. Foremost is Sartre's claim that bigotry is not about ideas but a certain type of personality.

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Brunila, Kristiina, and Arto Kallioniemi. "Equality work in teacher education in Finland." Policy Futures in Education 16, no. 5 (August 22, 2017): 539–52. http://dx.doi.org/10.1177/1478210317725674.

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Equality work is often conducted as education and teaching, and both are an intrinsic part of equality work. In this article, we focus on equality work and challenging heteronormativity by contextualising our focus both on the educational system as a whole but especially on teacher education. The promotion of equality in teacher education began in Finland in the 1980s with nationwide experimental projects, and Finnish universities undertook active efforts to promote equality in the 1990s as a result of the strengthening of women’s studies and discussions on gender equality. We show what kind of persistent problems promoting equality and challenging heteronormativity in education in Finland faces, but we also indicate how it is possible to promote equality and challenge heteronormativity by focusing on teacher education. This article is based on student teachers’ essays (N = 51) written as a part of their study in a course on social justice. The essays were analysed based on a discursive reading of the data.

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Chehabi, H. E. "GENDER ANXIETIES IN THE IRANIANZŪRKHĀNAH." International Journal of Middle East Studies 51, no. 3 (June 18, 2019): 395–421. http://dx.doi.org/10.1017/s0020743819000345.

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AbstractThezūrkhānahis the traditional gymnasium of Iranian cities. Athletes exercised in a homosocial milieu that occasionally allowed for same-sex relations. Beginning in the 20th century, modern heteronormativity made such relations problematic, while gender desegregation allowed women to enter them. After the Islamic Revolution of 1979, gender segregation was again imposed, while heteronormativity was maintained. In recent years, women have endeavored to make thezūrkhānahmore inclusive. This article analyzes the contradictions and paradoxes of gender relations in thezūrkhānahby using classical poetry, modern novels, anthropological accounts, autobiographies, travelogues, and press reports.

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Frasl, Beatrice. "Bright young women, sick of swimmin’, ready to … consume? The construction of postfeminist femininity in Disney’s The Little Mermaid." European Journal of Women's Studies 25, no. 3 (April 29, 2018): 341–54. http://dx.doi.org/10.1177/1350506818767709.

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This study assesses how Disney’s The Little Mermaid can be read as a ‘postfeminist text’. It uses Gill’s concept of ‘postfeminist sensibility’ and McRobbie’s understanding of postfeminism as a ‘double entanglement’ of feminist and antifeminist discourses in analysing the text. Furthermore it aims at contributing to the understanding of postfeminism as a pop cultural discursive mode by focusing on the ways heteronormativity structures and presupposes it. In this sense, this reading of The Little Mermaid can be understood as a case study on the heteronormativity of postfeminist discourses and representations.

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Kean, Jessica. "Coming to terms: Race, class and intimacy in Australian public culture." Sexualities 22, no. 7-8 (October 23, 2018): 1182–96. http://dx.doi.org/10.1177/1363460718770452.

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In queer theory ‘heteronormativity’ has become a central tool for understanding the social conditions of our sexual and intimate lives. The term is most often used to shed light on how those lives are patterned in a way that shapes and privileges binary genders and heterosexual identities, lifestyles and practices. Frequently, however, ‘heteronormativity’ is stretched beyond its capacity when called upon to explain other normative patterns of intimacy. Drawing on Cathy Cohen’s (1997) ground breaking essay ‘Punks, bulldaggers and welfare queens: The radical potential of queer?’, this article argues that analysing the political landscape of our intimate lives in terms of heteronormativity alone fails to adequately account for the way some familial and sexual cultures are stigmatised along class and race lines. This article gestures towards examples of those whose intimacies are unquestionably marginalised and yet non-queer, or at least not-necessarily-queer, placing Cohen’s ‘welfare queens’ alongside examples from contemporary Australia public culture to argue for the critical efficacy of the concept ‘mononormativity’ for intersectional analysis.

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Ruiz-Cecilia, Raúl, Juan Ramón Guijarro-Ojeda, and Carmen Marín-Macías. "Analysis of Heteronormativity and Gender Roles in EFL Textbooks." Sustainability 13, no. 1 (December 28, 2020): 220. http://dx.doi.org/10.3390/su13010220.

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This paper examines the current representations of gender roles and heteronormativity in a corpus of textbooks used to teach English as a Foreign Language (EFL) in Spanish high schools. Several studies have documented the importance of recognizing problems of homophobic harassment and gender bias which may result in a significant number of students feeling excluded. It is notable that textbook publishers have failed to address this issue despite its relevance to the United Nations’ Sustainable Development Goals (SDGs), raising the question of why this continues to go unnoticed by textbook publishers. The corpus selected comprises two sets of textbooks printed by leading publishers in the area of EFL. In order to gain insight into this issue, we have conducted a qualitative study analyzing the role of textbooks in perpetuating heteronormativity and stereotyped gender roles by exemplifying the naturalized heterosexual and male/female identities. Data were coded under two broad variables: heteronormativity and gender, which in turn were broken down into different units of analysis. The results suggested that heteronormativity still permeates the whole curriculum and that attempts to gender-balance need to be improved by reducing the number of male protagonists. Textbooks fell into some of the same clichés with regard to gender-related stereotypes, such as almost exclusively linking women with shopping and fashion. It is evidently clear from the findings that textbooks should be revised to ensure the right to quality education for all and to make students aware of SDGs, since 7 out of 17 are related to the target topics.

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Brochu-Ingram, Gordon Brent, Peter Hobbs, and Catriona Sandilands. "Part 2: Examining Heteronormativity, Reprocentricity, and Ecology." UnderCurrents: Journal of Critical Environmental Studies 19 (October 13, 2015): 27–28. http://dx.doi.org/10.25071/2292-4736/40257.

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This is a portion of a roundtable discussion on queer ecologies held on 11 September 2014. The roundtable is also available as a podcast and was produced in collaboration with CoHearence, an initiative of graduate students in the Faculty of Environmental Studies suppored by NiCHE (Network in Canadian History and Environment).

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Folger⊘, Tor. "Queer Nuclear Families? Reproducing and Transgressing Heteronormativity." Journal of Homosexuality 54, no. 1-2 (April 29, 2008): 124–49. http://dx.doi.org/10.1080/00918360801952028.

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Herz, Marcus, and Thomas Johansson. "The Normativity of the Concept of Heteronormativity." Journal of Homosexuality 62, no. 8 (February 24, 2015): 1009–20. http://dx.doi.org/10.1080/00918369.2015.1021631.

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DesRoches, Sarah, and Michael Ernest Sweet. "Citizenship for Some: Heteronormativity as Cloaked Bullying." Journal of Gay & Lesbian Social Services 19, no. 3-4 (September 2007): 173–87. http://dx.doi.org/10.1080/10538720802161680.

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