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I research and write about people who are often left out of conversations about sexual violence, specifically lesbian, gay, bisexual, transgender and queer survivors.Academics who research and/or teach on sexual violence often overlook LGBTQ people in their work because this population does not fit the perfect-victim narrative.All of the studies point to the need for more research on this topic, and some note the difficulty of studying LGBTQ individuals as a monolithic group when the assessment of the needs and experiences of each group individually is necessary.
Queering the Conversation Stories about LGBTQ people are often absent from discussions about sexual violence in the classroom and in research.
That is true despite findings that LGBTQ students are more likely to experience sexual harassment on college campuses.
As in Paper One and Two, you may be asked a 16-mark question, which could include an item (6 marks for AO1 Description, 4 marks for AO2 Application and 6 marks AO3 Evaluation) or simply to discuss the topic more generally (6 marks AO1 Description and 10 marks AO2 Evaluation).
There is no guarantee that a 16-mark question will be asked in this topic though so it is important to have a good understanding of all of the different areas linked to the topic.
There will be 24 marks for gender questions, so you can expect to spend about 30 minutes on this section, but this is not a strict rule.
refers to an individual’s biological status as either male or female (or hermaphrodite).
By including conversations about homophobic, biphobic and transphobic violence in discussions with students about sexual violence, instructors can broaden the framework in crucial, intersectional ways.
To better understand sexual violence, instructors should work to bridge attention to anti-LGBTQ violence with attention to patriarchal social norms that drive acts of sexual violence.
In a year in which sexual harassment and rape have made national headlines, classroom discussions about the topic of sexual violence are more important than ever.
The classroom can provide a place to consider the larger power structures in place for both victims and survivors of sexual violence as well as the perpetrators of it.