Virtual ethnography: Using the internet to study gay culture in Japan

After English and Chinese, Japanese is the most widely represented language on the internet and yet few studies have been made of how communities in Japan engage with this new technology. This article looks at the internet both as a virtual space in which Japanese and foreign gay men can meet as well as a means for making offline assignations. The author reflects on his own use of the internet in his research on gay communities in Japan, suggesting that the internet has made it possible to reach out to and work with a wider variety of Japanese gay men than was previously possible. It is suggested that gay men's use of the internet in Japan is illustrative of Appadurai's argument that this new technology provides a unique opportunity for relationship building between individuals who are otherwise deterritorialized, diasporic and transnational

English Language Teachers’ Attitudes Towards the Incorporation of Gay- and Lesbian-Related Topics in the Classroom: the Case of Greek Cypriot EFL Teachers

The English as a foreign language (EFL) classroom is composed of a mixture of people with various backgrounds and identities. Sexuality is increasingly recognised as a form of identity similar to other categorical forms such as class, gender and ethnicity. Based on the idea that ‘otherness’ related issues should be treated in the foreign language classroom as a means to achieve existential competence, the present study investigates the attitudes of Greek Cypriot EFL teachers towards the inclusion of gay- and lesbian-related topics in the EFL classroom. A 15-item questionnaire was designed and data was collected from 58 English language teachers in Cyprus. The results indicated that EFL teachers tended to have positive attitudes towards the use of gay- and lesbian related topics in the classroom. Positive attitudes seemed to be caused by the belief that students would find such topics interesting and on the condition that they are part of the course-book. Negative attitudes seem to be formed because EFL teachers believe that they were ill-equipped to deal with the use of such topics and homophobia in the classroom. As it is generally teachers who play a large part in determining what constitutes allowable discourses in the classroom, their role becomes even more significant in evoking insights, enriching students’ educational experiences and creating an accepting classroom environment towards the discussion of gay- and lesbian-related topics