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Teaching young queers a lesson: How police teach lessons about non-heteronormativity in public spaces
This paper analyses qualitative data with LGBT young people to explore police-LGBT youth interactions, and the outcomes of these interactions, as pedagogical moments for LGBT young people, police, and public onlookers. Although the data in this paper could be interpreted in line with dominant ways of thinking about LGBT young people and police, as criminalization for instance, the data suggested something more complex. This paper employs a theoretical framework informed by poststructural theories, queer theories, and pedagogical theories, to theorise LGBT youth-police interactions as instruction about managing police relationships in public spaces. The analysis shows how LGBT young people are learning from police encounters about the need to avoid ‘looking queer’ to minimise police harm.
History
Publication title
Sexuality and CultureVolume
19Pagination
493-512ISSN
1095-5143Department/School
School of Social SciencesPublisher
Springer New York LLCPlace of publication
United StatesRights statement
?Copyright Springer Science+Business Media New York 2015Repository Status
- Restricted