Maria Pallotta-Chiarolli

“Which Sexuality? Which Service?”: Bisexual Young People's Experiences with Youth, Queer and Mental Health Services in Australia

This qualitative study explored the mental health of Australian bisexual-identifying and/or behaving adolescents and young people. Semi-structured interviews were conducted with 30 adolescents and young adults, and 15 youth health/community service providers. The health implications of misrepresentation, marginalization, and exclusion from a heteronormative society, including adolescent health research and health services, along with homonormative gay and lesbian communities are addressed. Recommendations by counselors/community workers who work with bisexual youth are discussed. The researchers document the need for bi-specific youth research and health promotion resources, as well as more inclusive organizational policies, programs and practices in order to address the issues of invisibilization and inadequate representation that lead to a range of mental, social, and sexual health concerns.

'The C Words': clitorises, childhood and challenging compulsory heterosexuality discourses with pre-service primary teachers

This paper reports on accidental ethnographic research. It arose unexpectedly out of the everyday teaching of first-year pre-service primary teachers at an Australian university. Via narrative, self-reflexivity, and student responses, we explore the interwoven workings of heteronormative, gendernormative and misogynist discourses when a chapter from Queering Elementary Education in the Course Reader created controversy, moral panic and resistance among students. The paper then charts the implementation of various strategies and interventions by the three authors of the paper: Greg, the lecturer; Maria, the Readings author; and Steph, the Readings protagonist. While outlining the subsequent shifts in student responses and discourses, we also problematise particular aspects of the processes of intervention where they still point to the insidious power and overarching framework of heteronormativity and gendernormativity that require ongoing challenges.

Putting Families of Origin into the Queer Picture: Introducing This Special Issue

In undertaking our own separate research projects and in our crosscontinental comparative analyses of those projects, we became aware of the gaps between the richness of research on GLBT lives, including experiences of intimacy and parenthood, and the paucity of research on their relations with their families of origin. Still marginal is, in particular, research on the perspectives of the families of origin themselves: parents, but also siblings, grandparents, and other members of extended families. For the purposes of this special issue, we are deploying the term families of origin to mean heterosexual-identifying family members (at least as they publicly perform and display their sexualities), living within a heteronormative socio-politicocultural system. As we will argue in this introduction, however, there is a need to document and research, and thereby historically situate, family diversity, including the increasing shifting discourses and lived experiences of same-sex and other queer families of origin.

Commercial Sex Work, Survival Sex, Sexual Violence and HIV/AIDS Prevention in Arumeru District, Arusha Region Of Tanzania

Objective: To examine the knowledge and practices about HIV/AIDS among female Tanzanian commercial sex workers (CSWs) and assess the contextual dynamics that prevent safer sexual behaviours. Method: The study used mixed methods and was implemented in two phases. Phase one assessed the knowledge and practices about HIV/AIDS among CSWs. Data were obtained with 54 CSWs, who were selected by using a snowball sampling approach. Semi-structured, face-to-face interviews with the CSWs were undertaken to allow the research participants to describe and discuss their lived realities as they perceive and experience them. In phase two, three discrete focus group discussions, each comprising 6-10 women, were carried out with 26 of the 54 CSWs who were interviewed in phase one. Results: There was exploitation and inequity in the women’s lives due to the multiple and overlapping oppressions of poverty and patriarchy. Sexual violence was framed, legitimised and reinforced by structural and cultural inequities. Such exploitation impacted not only on CSWs’ lives as sex workers, but on their previous and/or simultaneous lives as mothers, wives, girlfriends and daughters. The women practised ‘survival sex’ as CSWs and/or sexual partners of men, and experienced sexual violence from their clients/partners. This violence was either culturally legitimised within a patriarchal framework or manifested itself as ‘displaced aggressive sex’ by men experiencing marginalisation in socio-economic spheres. Conclusion: Government health policies and criminal laws regarding sex work, violence against sex workers and domestic/sexual violence against all women need to be critiqued and consistently implemented. Addressing the ‘survival sex’ of women in Tanzania cannot occur without addressing what the authors call the ‘displaced aggressive sex’ of men.

“These Are Our Children”: Polyamorous Parenting

Some LGBT individuals are polyamorous—that is, they have relationships with multiple partners of the same and/or the other gender. This chapter discusses the findings from an Australian focus group of 13 polyfamily participants, and also presents an overview of previous research on polyparenting. Issues of being “out” to their children, relations with extended families and friendship networks, and navigating broader societal systems and structures are the greatest concerns for polyparents. The duality of lack of visibility and fear of disclosure is examined in the context of formal societal structures such as education, health, and the law; less formal networks such as family, friends, neighbors, and social groups; and the mass media and popular culture. Another theme we discuss is how polyfamilies can be supportive environments. Shared child rearing is creating new forms of kinship structures that are beneficial to both children and adults in polyfamilies, although attachment to transient members of the family is raised as a concern. The chapter concludes with a call for more research into all facets of polyfamilies as well as the need for legitimization and resource development in social, health, educational, media, and legal institutions.

Erasure, Exclusion by Inclusion, and the Absence of Intersectionality: Introducing Bisexuality in Education

Now that the Journal is entering its second decade of life, we propose that future contributors continue to address the issues we have struggled with throughout our careers, such as developing more effective educational strategies to reduce biphobia and dispel the negative stereotypes about people who resist easy classifications. (Eliason & Elia, 2011, p. 417) It was the above passage in the 10-Year Anniversary Issue of the Journal of Bisexuality (to which I was invited to contribute: Pallotta-Chiarolli, 2011) that inspired me to contact the editors, Regina Reinhardt and Jonathan Alexander, and propose a special issue on “Bisexuality in Education.” After more than 2 years of calling for submissions and actively seeking them—a process that demonstrated the scarcity of educational research, policy development, pedagogical practices, and student welfare when addressing bisexuality in students, staff, and parents—we offer this pivotal collection of research, theory, and implementation strategies from scholars around the world. It has been an absolute pleasure and honor to work with them. In particular, Mickey Eliason and John P. Elia—and especially Elia’s 2010 article—highlighted the three major concerns with the place and space of bisexuality in education that have been ongoing disquiets in my own research and activism, and indeed in the work of the contributors to this special issue. Those three concerns are erasure, exclusion by inclusion, and the absence of intersectionality (Martin & Pallotta-Chiarolli, 2009; Pallotta-Chiarolli, 2005a, 2005b, 2006; Pallotta-Chiarolli & Martin, 2009). Thus, I was very humbled and honored when John agreed not only to be a discussant and peer reviewer for the articles, but also submitted a

You're Too Queer for the Straights and Now Too Queer for the Gays!

In this piece, the author traces her history and objectives as an academic, author and activist with and in gay, lesbian, bisexual, transgender, intersex and queer/questioning (GLBTIQ) issues and communities in Australia, her border zone positioning in relation to internal debates and exclusions between gay/lesbian and bisexual rights and subcommunities and the various responses to her work on bisexuality from research participants, other GLBTIQ academics and activists. The author also discusses the pivotal role the Journal of Bisexuality has played in her development.

“And Yet We Are Still Excluded”: Reclaiming Multicultural Queer Histories and Engaging with Contemporary Multicultural Queer Realities

In this chapter, we contend that reclaiming multiculturalism entails engaging with and including sexual and gender diverse histories, heritages and contemporary realities. We explore the ongoing dilemmas, concerns and strategies in placing “multisexuality” and “multigender” on the “multicultural” agenda in Australia, particularly in relation to policy development and research. We discuss how “reclaiming multiculturalism” and the promotion of “global citizenship” requires a reclaiming of multicultural queer histories and heritages, achieved through decolonising research projects, postcolonising socio-political activist networks, and publications that engage with multiplicity in identities and communities, or “multiple lifeworlds”.

Schooling, Normalisation, and Gendered Bodies: Adolescent Boys’ and Girls’ Experiences of Gender and Schooling

Dominant discourses construct boys and girls as two homogenous groups in need of particular, and uniform, kinds of interventions (Martino, Mills, & Lingard, 2005, Mills, Martino, & Lingard, 2004; Jones & Myhill, 2004). The boys and girls themselves, however, tell a much more complex story and challenge us to consider very different implications for addressing gender conformity and, more broadly, diversity in schools. In this chapter, the voices of students are used as text to explicate, first, how issues of gender, sexuality, social class, ethnicity and the body are implicated and interweave in girls’ and boys’ social experiences of schooling; and second, what the implications of this interweaving might be for addressing diversity in schools (Connell, 1995; 2002; Martino, 1999, 2000; Pallotta-Chiarolli, 1995, 1998, 2000, 2005). This work draws on and elaborates further our previous published research that investigates issues of gender and schooling. It locates such research within the broader international context of studies conducted into issues of gender and schooling that document student perspectives and voice (Fine & Weiss, 2003; Ferguson, 2001; Renold, 2003; Mac an Ghaill, 1994; Lees, 1993; Ornstein, 1995; Thorne, 1993; Mills, 2001; Hey, 1997; Willis,1977; Walker, 1988). The use of student voice as text is considered within that broader context and highlights the significance of gender regimes and power relations in students’ lives at school (Martino & Pallotta-Chiarolli, 2005; 2003; 2002; 2001; Pallotta-Chiarolli, 1998). We illustrate the extent to which the risky business of ‘fitting in’ involves negotiations around normative and transgressive masculinities and femininities and how such practices intersect with sexuality, race/culture, class, and geographical location (see James, 2003; Kumashiro, 2002).

Bisexuality in education: erasure, exclusion and the absence of intersectionality

Although many schools and educational systems, from elementary to tertiary level, state that they endorse anti-homophobic policies, pedagogies and programs, there appears to be an absence of education about, and affirmation of, bisexuality and minimal specific attention paid to bi-phobia. Bisexuality appears to be falling into the gap between the binary of heterosexuality and homosexuality that informs anti-homophobic policies, programs, and practices in schools initiatives such as health education, sexuality education, and student welfare. These erasures and exclusions leave bisexual students, family members and educators feeling silenced and invisibilized within school communities. Also absent is attention to intersectionality, or how indigeneity, gender, class, ethnicity, rurality and age interweave with bisexuality. Indeed, as much research has shown, erasure, exclusion, and the absence of intersectionality have been considered major factors in bisexual young people, family members and educators in school communities experiencing worse mental, emotional, sexual and social health than their homosexual or heterosexual counterparts.This book is the first of its kind, providing an international collection of empirical research, theory and critical analysis of existing educational resources relating to bisexuality in education. Each chapter addresses three significant issues in relation to bisexuality and schooling: erasure, exclusion, and the absence of intersectionality. From indigenous to rural schools, from tertiary campuses to elementary schools, from films to picture books as curriculum resources, from educational theory to the health and wellbeing of bisexual students, this books contributors share their experiences, expertise and ongoing questions.