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首页> 外文期刊>Studies in Philosophy and Education >In the Name of Safety: Discursive Positionings of Queer Youth
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In the Name of Safety: Discursive Positionings of Queer Youth

机译：以安全为名：酷儿青年的话语定位

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This paper explores the connections between two common circulating discourses about queer youth and the ways that these discourses are wielded in the name of creating safe spaces for queer youth. First, the discourse of innocence is still applied to queer youth, however, the application has shifted to focus largely on the ways that queer youth are innocent victims in a society structured around heteronormativity. Second, a common response to this innocent victim discourse has been to position queer youth within a discourse of activist educators. “Discourses not only represent the world as it is (or rather is seen to be), they are also projective, imaginaries, representing possible worlds which are different from the actual world, and tied into projects to change the world in particular directions” (Fairclough 2003, p. 24). Gay Straight Alliances are one example; GSAs have sprung up across the country because adults, queer adults and allies in particular, have employed both of these discourses in policy decisions and discussions regarding queer students. This paper will highlight some of the ways the discourses of innocent victims and activist educators have been used in the GSA movement. The paper will apply a queer theory lens to the relationship between these discourses and the GSAs to tease out the ways that they work to simultaneously support queer students and serve to limit how queer students and their schools are imagined. The paper will conclude with a discussion of some possibilities for reworking, rupturing, or transforming these discourses so that schools, as well as the queer students and teachers within them, might be better served.
机译：本文探讨了关于酷儿的两种常见的流行话语之间的联系，以及为创造酷儿的安全空间而运用这些话语的方式。首先，无辜的话语仍然适用于酷儿，但是，应用已转移到主要关注在异规范性社会中酷儿是无辜受害者的方式。其次，对此无辜受害者话语的普遍反应是将酷儿青年置于激进主义教育者话语之内。 “话语不仅代表了现实世界（或者更确切地说，被看作是现实世界），而且也是投射性的，虚构的，代表了与现实世界不同的可能世界，并且被捆绑在旨在朝着特定方向改变世界的项目中”（ Fairclough 2003，第24页）。同性恋异性恋同盟就是一个例子。 GSA在全国范围内如雨后春笋般涌现，因为成年人，尤其是酷儿和盟友，在决策和讨论酷儿的过程中都采用了这两种方法。本文将重点介绍在GSA运动中使用无辜受害者和激进主义教育者的话语的一些方式。本文将对这些话语与GSA之间的关系应用一个酷儿理论的镜头，以弄清它们在支持同志学生方面的工作方式，并限制对同志学生及其学校的想象。本文最后将讨论对这些话语进行改造，破裂或转换的一些可能性，以便更好地服务于学校以及其中的同志学生和老师。

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