Gender and Sexuality

« Les gens ont peur que le genre soit synonyme d'une absence de règles et qu'il fasse exploser tous leurs repères. Le genre met en question le sens du mariage, les rôles de l'homme, de la femme, l'inévitabilité de l'hétérosexualité ; il semble donc introduire l'idée que tout devient possible et constitue pour certains une menace de chaos. »
Judith Butler
Pseudo « théorie du genre » contre études sociologiques, valorisation du mariage hétéro procréatif contre diversité des sexualités et des familles, anti ou pro, depuis que la question du genre a été intégrée dans des manuels de SVT, la guerre de l'égalité est ravivée. Et elle n'est pas une guerre de tranchées mais une guérilla permanente : la rue et les médias en sont le champ de bataille.
Au sein même de l'école, l'offensive est en cours. Leur rhétorique est un mélange de mensonges, d'exagérations, de glissements de sens, de phrases extraites de leur contexte... Ils se posent en défenseurs de « la complémentarité des sexes » et luttent contre « l'indifférenciation » et contre la « promotion » de l'homosexualité, qui constituent à leurs yeux de graves menaces pour la société. Amalgamant volontairement les ABCD, institutionnels, avec le travail contre les LGBTphobies du SNUipp-FSU, qui va plus loin dans la déconstruction des stéréotypes et aborde la nécessaire banalisation de l'homosexualité, ils tentent de jeter le discrédit sur toutes les actions d'éducation à l'égalité et de lutte contre les discriminations que l'école peut mener.

O texto analisa como a masturbação, realizada por adolescentes e jovens em situação de privação de liberdade, em uma unidade do sistema socioeducativo de Salvador, constitui-se em um importante foco para pensar sobre o controle da segurança coletiva, a reiteração e a subversão das normas de sexualidade dentro dos alojamentos e demais espaços de convivência. Por isso, argumenta-se que a masturbação pode ser utilizada por uma pedagogia que considere o erotismo como parte fundamental da vida das pessoas, sem negligenciar a existência das práticas sexuais no âmbito da privação de liberdade e como elas podem estabelecer vínculos que ultrapassem o lugar da violência e gerem solidariedade, prazer e aprendizado. Palavras-chave Sexualidade. Pedagogia. Socioeducativo. When Pedagogy meets the punhetódromo: masturbation in the Community of Social Assistance in Salvador Abstract The text analyzes how masturbation, carried out by adolescents and young people in a situation of deprivation of liberty, in a unit of the socio-educational system of Salvador, constitutes an important focus for thinking about the control of collective security, reiteration and subversion sexuality norms within the accommodation and other living spaces. Therefore, it is argued that masturbation can be used by a pedagogy that considers eroticism as a fundamental part of people's lives, without neglecting the existence of sexual practices in the context of deprivation of liberty and how they can establish bonds that go beyond the place of violence and generate solidarity, pleasure and learning.

The increasing market for realistic sex dolls has led to heated debate about future relationships with these entities and whether they could lead to an increasing objectification of women or possibly encourage abuse. However, limited academic research has been carried out on the topic, and little is known about the motivations and experiences of those who purchase and use sex dolls. Therefore, we conducted a mixed methods study of 83 participants, accessed through online doll forums, who completed a 22-item, semi-structured questionnaire. The majority were heterosexual, white, employed, middle-aged males; just over half were not in a current relationship, and approximately half lived alone. A thematic analysis revealed a high prevalence of non-sexual, post-human companionship dynamics between dolls and their owners, as well as reservations by doll owners about future robotic developments. In light of these findings, we suggest a new term, ‘allodoll’, which more accurately reflects t...

This article analyzes the late Maurice Sendak’s (1928–2012) entry into the field of children’s picture books in the midtwentieth century and his contribution to the affective shift in children’s literature. It examines Sendak’s complex social position and artistic development in the 1940s and 1950s, as well as lesser-known illustrations by Sendak, including collaborations with Ruth Krauss and with the artist’s brother, Jack. These works began to respond to Sendak’s own childhood as a queer son of Eastern European Yiddish-speaking immigrants. They also offered new potential mirrors for midcentury children—perhaps especially queer and otherwise marginalized children—as they navigated cultural gaps between home and the public sphere, as well as between personal orientations and the social pressures of postwar America.

This article analyzes the late Maurice Sendak’s (1928–2012) entry into the field of children’s picture books in the midtwentieth century and his contribution to the affective shift in children’s literature. It examines Sendak’s complex social position and artistic development in the 1940s and 1950s, as well as lesser-known illustrations by Sendak, including collaborations with Ruth Krauss and with the artist’s brother, Jack. These works began to respond to Sendak’s own childhood as a queer son of Eastern European Yiddish-speaking immigrants. They also offered new potential mirrors for midcentury children—perhaps especially queer and otherwise marginalized children—as they navigated cultural gaps between home and the public sphere, as well as between personal orientations and the social pressures of postwar America.