Since starting this academic year as a Newly Qualified Teacher and taking the reigns of my own teaching content and style, ensuring my teaching is both conscious and inclusive of LGBT+ identities has been a top priority of mine, alongside promoting gender and racial equality. In this post I will lay out the importance of creating an LGBT+-inclusive curriculum and offer some insight into the small – but perhaps significant – steps I have taken towards achieving this in my own Spanish and French lessons. My two main goals in adapting my resources are Normalisation and Embodiment, which I will explain and explore in this article.
This essay will explore the role of meat in the social construction and performance of hegemonic and alternative masculinities, how vegetarian and vegan men’s masculinity is constructed, and how it is perceived by others.
Intersexuality, its social construction and its management are subjects increasingly present in contemporary research that intersect intriguingly with theories of embodiment, performativity (Judith Butler) and bio-power (Foucault).
The creation of ‘truths’ around sexuality and relations of power between nation-states and social bodies construct the foundation of a regulation of sexuality in the 21st century.
With the advent of reggae in the 1960s, Jamaican music exploded on the international scene (Rhiney and Cruse, 2012; p.4). Many of the lyrics in reggae songs relate to the urban experience and speak of issues pertinent to race, class, poverty, resistance and change (Rhiney and Cruse, 2012)