TY - JOUR
T1 - Citing discourses
T2 - Making sense of homophobia and heteronormativity at dynamic high school
AU - Ngo, Bic
PY - 2003
Y1 - 2003
N2 - In this article, I draw on poststructuralist work on "citationality" to elucidate an urban high school's student culture and intervention efforts with regard to LGBQ issues. I contend that the language, ideas and practices of LGBQ issues and awareness among students and staff "cite" or draw on broader (and often competing) discourses of normalcy, sexuality, and/or "good teaching." I discuss how the citational process makes it difficult to bring about change, as well as the possibilities for bringing about change. The significance of this article is the way it explicates the discourses used to articulate and describe LGBQ people, issues, and intervention efforts; and how these discourses may hinder efforts to create LGBQ support and awareness in schools.
AB - In this article, I draw on poststructuralist work on "citationality" to elucidate an urban high school's student culture and intervention efforts with regard to LGBQ issues. I contend that the language, ideas and practices of LGBQ issues and awareness among students and staff "cite" or draw on broader (and often competing) discourses of normalcy, sexuality, and/or "good teaching." I discuss how the citational process makes it difficult to bring about change, as well as the possibilities for bringing about change. The significance of this article is the way it explicates the discourses used to articulate and describe LGBQ people, issues, and intervention efforts; and how these discourses may hinder efforts to create LGBQ support and awareness in schools.
UR - http://www.scopus.com/inward/record.url?scp=41149141649&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=41149141649&partnerID=8YFLogxK
U2 - 10.1080/10665680303513
DO - 10.1080/10665680303513
M3 - Article
SN - 1066-5684
VL - 36
SP - 115
EP - 124
JO - Equity and Excellence in Education
JF - Equity and Excellence in Education
IS - 2
ER -