Walk just a few blocks from NYU... into a world of... Forced Bisexual Hell!

Victims of the Village Wantons

The book aims to change the conversation about sexuality education for adolescents, making it consistent with a democratic cultural politics that is attuned to changes in youth and popular culture. Traditional sex education is nearly obsolete ; sexuality curriculum is now primarily learned through popular culture and youth culture, which teach young people what it means to be a man and a woman, gay and straight, white, black, and Latino, rich and poor – and what sexuality has to do with it. Ultimately, this book conceptualizes democratic sexuality education as a commitment to the idea that sexuality education should affirm the right of all young people to construct their own sexual selves and relations as much as possible, so long as they are non-exploitive, consensual, and informed.

The Sexuality Curriculum and Youth Culture

This volume raises critical questions about the qualities of democratic educational leadership during a time when the promise of democratic education and public life risks being abandoned, forgotten, and emptied of meaning. A diverse chorus of scholars in education take on this issue by analyzing the cultural context of educational leadership in the age of No Child Left Behind, by offering democratic counter-narratives of educational leadership, and by deconstructing popular culture representations of educational leaders. In doing so, they re-situate leadership within a political context and link it to struggles over social justice and human freedom. The contributing scholars also radically re-think educational leadership in ways that include teachers, university-based educators, and scholars as leaders.

Keeping the Promise - Essays on Leadership, Democracy, and Education

This volume is about the education of gender and sexualities, which is to say it explores how gender and sexuality identities and differences get constructed through the process of education and "schooling". Wittingly or not, educational institutions and educators play an important role in "normalizing" gender and sexuality differences by disciplining, regulating, and producing differences in ways that are "intelligible" within the dominant or hegemonic culture. To make gender and sexuality identities and differences intelligible through education is to understand them through the logic of separable binary oppositions (man-woman, straight-gay), and to valorize and privilege one normalized identity within each binary (man, straight) and simultaneously stigmatize and marginalize the "other" identity (woman, gay). Educational institutions have been set up to normalize the construction of gender and sexual identities in these ways, and this is both the overt and the "hidden" curriculum of schooling. At the same time, the "postmodern" times in which we live are characterized by a proliferating of differences so that the binary oppositional borders that have been maintained and policed through schooling, and that are central to maintaining highly inequitable power relations and rigid gender roles, are being challenged, resisted, and in other ways profoundly destabilized by young people today.

Victims of the Village Wantons

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