Top or Bottom? Varsity youth talk about gay sexuality in a Stepping Stones Workshop: Implications for sexual health

This paper discusses the constructs of sexuality amongst a group of LGBTI university students during a Stepping Stones workshop aimed at exploring their engagement with sexual and reproductive health rights issues as it affects them. These constructs include notions of binary identities of being gay, such as being a ‘top’ versus being a ‘bottom’, that are then applied to sexual practices and behaviour that have serious implications for sexual health and bodily integrity. We discuss the intersections of gender identity, sexuality, sexual health and sexual rights, arguing that such constructs are not only limiting in their demarcations of sexual boundaries in relationships and for intimacy but also that attempts to engage sexual health promotion must take into account the intersecting identities of gender and sexuality that are tied to sexual behaviour

'So I decided not to invade straight black men's space': exploring heteronormative spaces on campus

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Why do we have sex? Reflections from a Stepping Stones participatory action research with youth LGBTI in Johannesburg

Research on youth homosexuality is predominantly deficit model orientated. This research principally focuses on the impact of being different, low self-worth, distress, stigma, discrimination, HIV and so on.  Data gathered through a series of Stepping Stones workshops conducted at a local University in Gauteng provided us with an opportunity to explore young lesbian, gay and bisexual men and women’s engagement with sex. The aim of this study was to understanding the relevance of Stepping Stones for the LGB community, inform about circumstances surrounding why LGB youth engage in sex and offer a comparison with research from heterosexual youth. The authors facilitated nine workshop sessions with twelve lesbian, gay and bisexual men and women aged 18-25 at the University using Stepping Stones. Data analysed was drawn from the session entitled ‘Why we behave as we do’.  We used a thematic analytic approach to analyse the data. Some of the motivations for sex were in fact about the participants; they wanted to have sex.  Off course others were about the partner; sex was engaged in to please the other. This study concludes that the reasons lesbian, gay and bisexual youth engage in sex may not be unique and thus they too need to be included in mainstream sexuality and safer sex interventions

Visually negotiating hegemonic discourse through Photovoice: Understanding youth representations of safety

Despite the immense communicative potential of visual methodologies, surprisingly few community-based research studies have meaningfully considered participants’ visual meaning-making processes. When working with youth participants from contexts with which researchers are unfamiliar, the use of visual methodologies and analyses is able to transcend much of the developmental and cultural barriers to communication that are inherent in many linguistically focused research methods. By employing a visual discourse analysis on six photographs captured by Ethiopian youth in a Multi-Country Photovoice Project on youth representations of safety, this study aims to showcase the value of analysing participants’ use of ‘alternative’ visual discourses. It was found that participants drew predominantly on two discourses, Humanising Capital and Unity, both of which resisted a number of Western hegemonic discourses surrounding youth constructions of safety. Participants’ visual constructions served as a meaningful mode of communication, as well as a relevant approach to facilitating youth ownership of meaning-making processes within community-based research.IS

Narrative explorations of the micro-politics of students' citizenship, belonging and alienation at South African universities

CITATION: Carolissen, R. & Kiguwa, P. 2018. Narrative explorations of the micro-politics of students' citizenship, belonging and alienation at South African universities. South African Journal of Higher Education, 32(3):1-11, doi:10.20853/32-3-2542.The original publication is available at https://www.journals.ac.za/index.php/sajheCitizenship and social justice have been explored from ethical and theoretical perspectives in education. Furthermore, alienation or belonging in institutional cultures, often invoking social locations such as gender and race, were explored. Little research, especially empirical research, exists at the nexus of narrative, citizenship, belonging and subjectivities. In contexts of ongoing inequalities and associated student protests, legacies of unequal histories come into conflict in the crucible of higher education. Narrative as theory-method may usefully provide ways in which citizenship and identity may be connected to socio-historical processes and justice in higher education. Narratives of student experiences have the potential to provide insight into the nuances of subjectivities in personal and collective stories of belonging and alienation. They may also highlight how universities can be spaces where students may engage in non-normative negotiations and reconstructions of subjectivities to create different narratives about themselves and public spaces, thus signalling change.https://www.journals.ac.za/index.php/sajhe/article/view/2542Publisher's versio

Contexts and continuities of critique: Reflections on the current state of critical psychology in South Africa.

Please help populate SUNScholar with the full text of SU research output. Also - should you need this item urgently, please send us the details and we will try to get hold of the full text as quick possible. E-mail to [email protected]. Thank you.Lettere En WysbegeerteSielkund

Beyond disciplinary boundaries: speaking back to critical knowledges, liberation, and community

This article explores critical directions for forging new disciplinary traditions within community psychology, as discussed by a panel at the conclusion of the 6th International Conference on Community Psychology (ICCP 2016). The conference itself was constructed as an enactment of a decolonizing approach, looking at the entire globalized system from the African continent and centring knowledges produced by Africans and the diaspora. Several panellists were invited to offer their reflections on the emerging discussions, and absences or silences they observed at the conference, as well as how community research and action can develop a research and teaching programme that is liberatory. Panellists’ comments pointed to the importance of the decolonization project globally and the implications of decoloniality for community research and action. The challenge for community research and action is to build alliances and networks across space and time, and with various social movements. The discipline needs to centre and draw out the voices of those who have been excluded, to retrieve and reclaim ways of knowing, being, and doing because these are key to tackling the coloniality of power and to forging new ways of doing ethical and just community research and action. </jats:p