Heterosexism

We live in a period of uncertainty characterized by climate crisis, mass migration across borders, the rise of populism and xenophobia, and deepening economic, political and social inequities (Brodie, 2018). To understand how these realities impact ourselves, each other and our planet, and what we can do about them, this book will create a “third space” for scholars, activists and practitioners across disciplines and sectors to engage in critical dialogues using the unique qualitative method of Duoethnography (Norris & Sawyer, 2012). Through dialogical storytelling, authors will share lived experiences as a site of critical inquiry into the  ‘isms and phobias that perpetuate inequities. This book is an invitation to everyone who wishes to  engage in disruptive dialogues as a means to mobilize against the systems and processes of power and privilege that sustain uncertainty.

In this epoch when White supremacy, racism, sexism, xenophobia, Islamophobia are being called out on social media, conversations often involve ‘likes’ and ‘shares/retweets’ or threads that can become lost amid the crush of human beings doing “terrible things to one another” (Sontag, 2003, p. 116), with little movement being made to fundamentally dismantle oppressive systems. This form of dialogue is anti-dialogic and “lacks love” thus, “cannot create a critical attitude” (Freire, 2013, p. 43). This book aims to contribute to a different kind of dialogue that supports a collective “critical consciousness” (Freire, 2013), and opens space for people across social differences to take on difficult dialogues together.

Each chapter in this book will employ Duoethnography, a “collaborative research methodology...in which two or more researchers of difference juxtapose their life histories to provide multiple understandings of the world” (Norris & Sawyer, 2016, p.9). Duoethnography places people with different social identities and positionalities within a dialogical space meant to challenge and disrupt previously held beliefs and/or understandings of difference. This framework “embraces the belief that meanings can be and often are transformed through the research act” (Norris & Sawyer, 2011, p. 9), as two people unpack the implications of ‘isms/phobias in their lives and practice. The authors’ experiences become the site of critical inquiry and through the dialogical text they jointly product, readers are invited into discussion and reflection. While these times can create great anxiety and uncertainty, by utilizing the space offered by Duoethnography, the dialogues across differences in this text aim to empower people to take action towards equitable social change in their respective fields and to unite in solidarity.

We invite chapter proposals that follow the submission guidelines:
- Each chapter must be original, in English, and use the Duoethnographic method to address one/more of the ‘isms/phobias: racism, sexism, homophobia, Islamophobia, xenophobia, Whiteness, ableism, religion oppression, and more. As such, each chapter will be co-authored.
- Authors may use artwork, poetry, lyrics, and other forms of creative expression.
- Authors agree to engage in the peer review process once final chapters have been submitted.

Final chapters should not exceed 7,000 words exclusive of references, and follow APA guidelines with exceptions for creative works.

Please send a chapter proposal (that includes author names) of 500 words and initial reference list to tfowler@ucalgary.ca and willowallen@uvic.ca on/before May 31st, 2019. We welcome submissions from across disciplines and sectors.

Discrimination, harassment and violence can mediate staff and students’ experiences of education and work. Although there is increasing knowledge about these experiences in primary and secondary education, very little is known about them in higher education. This paper draws from landmark research that examines the interpersonal, educational and socio-cultural perspectives that prevail about sexuality and gender diversity on an Australian university campus. In this paper we focus on three aspects of the broader research findings: the heterosexism and cissexism experienced by sexuality and gender diverse students and staff at the university; their actions and responses to these experiences; and the impact of these experiences on victims. The research
demonstrates that although the university is generally safe, sexuality and gender diverse students and staff experience heterosexist and cissexist discrimination, which can have negative ramifications on their workplace and learning experiences
 
NB this available article is a proof copy; if you plan to cite, please access the published copy from the International Review of Victimology