143
Views
0
CrossRef citations to date
0
Altmetric
Research Article

The material-discursive phenomena of queer-bodies, clothing and schooling

ORCID Icon

References

  • Alldred, P., & Fox, N. J. (2015). The sexuality-assemblages of young men: A new materialist analysis. Sexualities, 18(8), 905–920. doi:10.1177/1363460715579132
  • Allen, L. (2013). Sexual assemblages: Mobile phones/young people/school. Discourse: Studies in the Cultural Politics of Education, 36(1), 120–132. doi:10.1080/01596306.2013.846901
  • Allen, L. (2015a). The power of things! A ‘new’ ontology of sexuality at school. Sexualities, 18(8), 941–958. doi:10.1177/1363460714550920
  • Allen, L. (2015b). Picturing queer at school. Journal of LGBT Youth, 12(4), 367–384. doi:10.1080/19361653.2015.1077766
  • Allen, L. (2018). Sexuality education and new materialism: Queer things. New York: Palgrave Macmillan.
  • Barad, K. (2003). Posthumanist performativity: Toward an understanding of how matter comes to matter. Signs: Journal of Women in Culture and Society, 28, 801–831. doi:10.1086/345321
  • Barad, K. (2007). Meeting the universe halfway: Quantum physics and the entanglement of matter and meaning. Durham: Duke University Press.
  • Barad, K. (2008). Queer causation and the ethics of mattering. In M. J. Hird & N. Giffney (Eds.), Queering the non/human (pp. 311–338). London: Routledge.
  • Barad, K. (2014). Diffracting diffraction: Cutting together-apart. Parallax, 20(3), 168–187. doi:10.1080/13534645.2014.927623
  • Bennett, J. (2005). The agency of assemblages and the North American blackout. Public Culture, 17(3), 445–466. doi:10.1215/08992363-17-3-445
  • Best, A. (2000). Prom night: youth, schools and popular culture. New York: Routledge.
  • Brice, J. (2021). Women’s bodies, femininity, and spacetimemattering: A Baradian analysis of the activewear phenomenon. Sociology of Sport Journal, 39(2), 160–169. doi:10.1123/ssj.2020-0171
  • Brice, J., & Thorpe, H. (2021). The lively intra-actions of athleisure: A Baradian analysis of fit femininity. Somatechnics, 11(2), 228–245. doi:10.3366/soma.2021.0353
  • Butler, J. (1990). Gender trouble: Feminism and the subversion of identity. New York: Routledge.
  • Butler, J. (1993). Bodies that matter: On the discursive limits of sex. New York: Routledge.
  • Deleuze, G., & Guattari, F. (1987). A thousand plateaus: Capitalism and schizophrenia (B. Massumi Trans.). Minneapolis: University of Minneapolis Press.
  • Fenaughty, J., Sutcliffe, K., Clark, T., Ker, A., Lucassen, M., Greaves, L., & Fleming, T. (2021a). Same- and multiple-sex attracted students. A Youth 19 Brief, A Youth2000 Survey.
  • Fenaughty, J., Sutcliffe, K., Fleming, T., Ker, A., Lucassen, M., Greaves, L., & Clark, T. (2021b). Transgender and diverse gender students. A Youth 19 Brief, A Youth2000 Survey.
  • Fox, N. J., & Alldred, P. (2013). The sexuality-assemblage: Desire, affect, anti-humanism. The Sociological Review, 61, 769–789. doi:10.1111/1467-954X.12075
  • Fox, N. J., & Alldred, P. (2014). New materialist social inquiry: Designs, methods and the research-assemblage. International Journal of Social Research Methodology, 19(4), 399–414.
  • Geczy, A., & Karaminas, V. (2013). Queer style. London: Bloomsbury.
  • Halberstam, J. (1998). Female masculinity. Durham: Duke University Press.
  • Happel, A. (2013). Ritualized girling: school uniforms and the compulsory performance of gender. Journal of Gender Studies, 22(1), 92–96. doi:10.1080/09589236.2012.745680
  • Haraway, D. (1988). Situated knowledges: The science question in feminism and the privilege of partial perspective. Feminist Studies, 14(3), 575–599. doi:10.2307/3178066
  • Ingram, T. (2022). (Un)romanic becomings: Girls, sexuality-assemblages and the school ball. Girlhood Studies: An Interdisciplinary Journal, 15(2), 71–88. doi:10.3167/ghs.2022.150206
  • Ingram, T. (2023). Feminist new materialism, girlhood, and the school ball. London: Bloomsbury.
  • Ingrey, J. C. (2013). Troubling gender binaries in schools: From sumptuary law to sartorial agency. Discourse: Studies in the Cultural Politics of Education, 34(3), 424–438. doi:10.1080/01596306.2012.717194
  • Jagose, A. (1996). Queer theory: An introduction. New York: New York University Press.
  • Janak, R., & Bhana, D. (2023). Girls, sexuality and playground-assemblages in a South African primary school. Children & Society 38(2), 404–418. doi:10.1111/chso.12711
  • Jones, T., & Hillier, T. (2013). Comparing trans-spectrum and same-sex-attracted youth in Australia: Increased risks, increased activisms. Journal of LGBT Youth, 10(4), 287–307. doi:10.1080/19361653.2013.825197
  • Lasser, J., & Wicker, N. (2008). Visibility management and the body. Journal of LGBT Youth, 5(1), 103–117.
  • Lenz Taguchi, H. (2010). Going beyond the theory/practice divide in early childhood education: Introducing an intra-active pedagogy. New York: Routledge.
  • Lyttleton-Smith, J., & Robinson, K. (2019). I like your costume’: Dress-up play and feminist trans-theoretical shifts. In J. Osgood & K. Robinson (Eds.), Feminists researching gendered childhoods: Generative entanglements (pp. 61–84). London: Bloomsbury.
  • Ma’ayan, H. D. (2003). Masculine female adolescents at school. Equity and Excellence in Education, 36(2), 125–135. doi:10.1080/10665680303512
  • MacLure, M. (2013). Researching without representation? Language and materiality in post-qualitative inquiry. International Journal of Qualitative Studies in Education, 26(6), 658–667. doi:10.1080/09518398.2013.788755
  • Martino, W., & Pallotta-Chiarolli, M. (2001). Gender performativity and normalizing practices. In F. Haynes & T. McKenna (Eds.), Unseen genders: Beyond the binary (pp. 87–119). New York: Peter Lang Publishing, Inc.
  • McCall, S. (2022). Dirty clothes’: Intra-active entanglements in a curriculum of sexual violence. Sex Education, 23(6), 709–722.
  • Meyer, E. (2010). Gender and sexual diversity in schools. New York: Springer.
  • Pomerantz, S. (2007). Cleavage in a tank top: Bodily prohibition and the discourses of school dress codes. Alberta Journal of Educational Research, 53(4), 373–386.
  • Pomerantz, S., & Raby, R. (2020). Bodies, hoodies, schools and success: Post-human performativity and smart girlhood. Gender and Education, 32(8), 983–1000. doi:10.1080/09540253.2018.1533923
  • Raby, R. (2005). Polite, well-dressed and on time: Secondary school conduct codes and the production of docile citizens. Canadian Review of Sociology and Anthropology, 42, 71–92. doi:10.1111/j.1755-618X.2005.tb00791.x
  • Raby, R. (2010). Tank tops are ok but I don’t want to see her thong’: Girls’ engagements with secondary school dress codes. Youth and Society, 41(3), 333–356. doi:10.1177/0044118X09333663
  • Reddy-Best, K. L., & Choi, E. (2020). Male hair cannot extend below plane of the shoulder’ and ‘No cross dressing’: Critical queer analysis of high school dress codes in the United States. Journal of Homosexuality, 67(9), 1290–1340. doi:10.1080/00918369.2019.1585730
  • Reddy-Best, K. L., & Pedersen, E. L. (2015). The relationship of gender expression, sexual identity, distress, appearance, and clothing choices for queer women. International Journal of Fashion Design, Technology and Education, 8(1), 54–65. doi:10.1080/17543266.2014.958576
  • Renold, E., & Ringrose, J. (2017). Pin-balling and boners: The posthuman phallus and intra-activist sexuality assemblages in secondary school. In L. Allen & M. Rasmussen (Eds.), The Palgrave Handbook of sexuality education (pp. 631–654). London: Palgrave Macmillan.
  • Ringrose, J., & Rawlings, V. (2015). Posthuman performativity, gender and ‘school bullying’: Exploring the material-discursive intra-actions of skirts, hair, sluts and poofs. Confero, 3(2), 1–37. doi:10.3384/confero.2001-4562.150626
  • Shanks, R., Ovington, J., Cross, B., & Carnarvon, A. (2023). School uniforms: New materialist perspectives. Cham: Palgrave Macmillan.
  • Smith, L. A., Nairn, K., & Sandretto, S. (2016). Complicating hetero-normative spaces at school formals in New Zealand. Gender, Place & Culture, 23(5), 589–606. doi:10.1080/0966369X.2015.1034245
  • Taylor, C. A. (2013). Objects, bodies and space: Gender and embodied practices of mattering in the classroom. Gender and Education, 25(6), 688–703. doi:10.1080/09540253.2013.834864
  • Taylor, C. A., & Ivinson, G. (2013). Material feminisms: New directions for education. Gender & Education, 25(6), 665–670. doi:10.1080/09540253.2013.834617
  • Wolfe, M. J., & Rasmussen, M. L. (2020). The affective matter of (Australian) school uniforms: The school – dress that is and does. In B. Dernikos, N. Lesko, S. McCall, & A. Niccolini (Eds.), Mapping the affective turn in education: Theory, research and pedagogy (pp. 179–193). New York: Routledge.