From Rage to Love: "Travesti"-Centred Education in Argentina

Autor/inn/en	Vidal-Ortiz, Salvador; Martínez, Juliana
Titel	From Rage to Love: "Travesti"-Centred Education in Argentina
Quelle	In: Sex Education: Sexuality, Society and Learning, 23 (2023) 3, S.263-270 (8 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Vidal-Ortiz, Salvador) ORCID (Martínez, Juliana)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1468-1811
DOI	10.1080/14681811.2022.2090916
Schlagwörter	Foreign Countries; Sex Education; High School Students; Sexual Identity; LGBTQ People; Educational Research; Gender Bias; Transformative Learning; Attitude Change; Argentina (Buenos Aires) + Suchen Sie Ihr Suchwort? Ausland; Sex instruction; Sexualaufklärung; Sexualerziehung; Sexualkunde; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Geschlechtsidentität; Sexuelle Identität; Bildungsforschung; Pädagogische Forschung; Geschlechterstereotyp; Pädagogische Transformation; Attitudinal change; Einstellungsänderung
Abstract	This article derives from a five-year collaborative engagement in which we intermittently visited Mocha Celis, a community-based high school programme in Buenos Aires. We seek to illustrate how, by centring "travesti"/trans experiences, some of Mocha Celis's practices align with Quinlivan's notion of an 'epidemic of love'. By doing this, we hope to extend Quinlivan's focus on sexualities education by showing the impact centring "travesti" people as part of this work may have, not only for "travesti"/trans individuals, but also for the overall educational project. Quinlivan's 'epidemic of love' and her engagement with Muñoz's queer utopias help us extend the idea of unruly sexualities education research -- from a transformative space emergent from the hatred and dismissal faced by "travestis" into a school into a place of love and acceptance through difference. Quinlivan's work helps us in the quest to identify the ever present, even if limited, spaces in which transformative change may occur. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01