Mr Barrie Shannon
School of Humanities and Social Science (Sociology and Anthropology)
- Bachelor of Social Science, University of Newcastle
- Bachelor of Psychological Science, University of South Australia
Fields of Research
|130308||Gender, Sexuality and Education||70|
|160809||Sociology of Education||30|
|Title||Organisation / Department|
|Casual Academic||University of Newcastle
School of Humanities and Social Science
|Dates||Title||Organisation / Department|
|1/02/2016 - 1/08/2016||Casual Academic||School of Humanities and Social Science - Faculty of Education and Arts - The University of Newcastle
|Year||Title / Rationale|
Gender diversity and inclusive teaching
The University of Newcastle held an interactive forum that sought to engage the university community in supporting transgender and gender diverse staff and students. The forum included a panel discussion with transgender and gender diverse students, University of Newcastle researchers and speakers from LGBTIQ+ organisations.
For publications that are currently unpublished or in-press, details are shown in italics.
Chapter (1 outputs)
|2018||Shannon B, Smith S, 'Dogma before diversity: the contradictory rhetoric of controversy and diversity in the politicisation of Australian queer-affirming learning materials', Gender and Sexuality in Education and Health Advocating for Equity and Social Justice, Routledge, London (2018)|
Journal article (3 outputs)
Shannon B, Smith SJ, 'Dogma before diversity: the contradictory rhetoric of controversy and diversity in the politicisation of Australian queer-affirming learning materials', Sex Education, 17 242-255 (2017) [C1]
© 2017 Informa UK Limited, trading as Taylor & Francis Group. This paper discusses contradictory imperatives in contemporary Australian pedagogy¿the notions of ¿controversy¿... [more]
© 2017 Informa UK Limited, trading as Taylor & Francis Group. This paper discusses contradictory imperatives in contemporary Australian pedagogy¿the notions of ¿controversy¿ and ¿diversity¿ as they relate the subjects of genders and sexualities. It is a common view that both gender and sexuality are important organising features of identity, society and politics. Consistent effort is made in the Australian educational context to combat discrimination, prejudice against sexually, and gender ¿diverse¿ people. However, the state¿s commitment to diversity policies must be balanced with a secondary focus on appeasing those who are hostile to non-heteronormative expression, or who view such expression as inherently ¿political¿ in nature and therefore inappropriate for the school setting. Australia has arguably demonstrated this dilemma recently in two notable controversies: an intervention in planned school screenings of Gayby Baby, a documentary exploring the experience of children in same-sex families, and media furore over the trans-positive All of Us teaching kit. Using these case studies, this paper explores the competing imperatives of controversy and diversity, commenting on the tendency for the lives and experiences of LGBTIQ people becoming consequently politicised. To do so, is arguably detrimental to the meaningful participation of LGBTIQ people as social citizens.
Shannon B, 'Comprehensive for who? Neoliberal directives in Australian ¿comprehensive¿ sexuality education and the erasure of GLBTIQ identity', Sex Education, 16 573-585 (2016) [C1]
Â© 2016 Informa UK Limited, trading as Taylor & Francis Group. At present, Australian sex(uality) education curricula aim to equip students with information which facilitate... [more]
Â© 2016 Informa UK Limited, trading as Taylor & Francis Group. At present, Australian sex(uality) education curricula aim to equip students with information which facilitates ¿healthy¿ sexual choices as they develop. However, this is not neutral information, but rather socially and culturally regulated discourse which encodes a normative binary of sexuality. The largely US-focused sexuality education literature tends to categorise curricula as belonging to either ¿comprehensive¿ or ¿conservative¿ factions, consisting of progressive, secular approaches or religious- or abstinence-based programmes, respectively. Neither of these factions, however, appear to be able to cater for the integration of issues relevant to gay, lesbian, bisexual, transgender, intersex and queer (GLBTIQ) students nor does this binary conceptualisation represent the reality of Australian sexuality education policy and practice. This paper argues that contemporary sexuality education has a fundamentally neoliberal focus, which aims to assimilate GLBTIQ people into existing normative frameworks (economic and social), rather than challenge them. Such an approach does not foster critical student understandings of oppression, power or morality. The development of critical literacy around sexuality is regarded as essential to meaningfully address the complex needs of GLBTIQ students. The paper explores missing queer discourses within Australian teaching resources. The inclusion of these would benefit GLBTIQ students by bringing previously silenced issues to the fore.
Shannon B, Smith SJ, '¿A lot more to learn than where babies come from¿: controversy, language and agenda setting in the framing of school-based sexuality education curricula in Australia', Sex Education, 15 641-654 (2015) [C1]
© 2015 Taylor & Francis. Sexuality education in Australian schools continues to struggle in its ability and willingness to address many of the broader social issues associat... [more]
© 2015 Taylor & Francis. Sexuality education in Australian schools continues to struggle in its ability and willingness to address many of the broader social issues associated with sexuality, such as the needs of gay, lesbian, bisexual, transgendered, intersex and queer (GLBTIQ) students. Studies involving teachers have demonstrated that a reticence on their part to teach GLBTIQ-inclusive sexuality education is driven by a lack of training in handling ¿sensitive¿ issues, a fear of backlash and confusion over their obligations under relevant departmental policies. This reticence may, in part at least, stem from a commonly held inference that the inclusion of queer sexualities is inherently ¿controversial¿. There appears to be a tendency for curricula and government directives to ¿juggle¿ principles of social justice for marginalised sexualities with ¿risk management¿ policies, which seek to screen course content for potential ¿controversy¿. Much of this controversy has its roots in the language and rhetoric used to describe and discuss issues dealt with in sexuality education curricula. The paper demonstrates, through the process of ¿languaging¿, how the language and rhetoric of controversy and sexuality can be exposed so that they may be better addressed through policy and government directives.
Mr Barrie Shannon
School of Humanities and Social Science
Faculty of Education and Arts
Sociology and Anthropology