Bullying, homophobia, capabilities

Globally, concern about the wellbeing of young people who experience violence in and through schools has recently focused on ‘bullying’ related to sexuality and same-sex sexualities – the latter often understood as being... [ view full abstract ]

Globally, concern about the wellbeing of young people who experience violence in and through schools has recently focused on ‘bullying’ related to sexuality and same-sex sexualities – the latter often understood as being informed by homophobia. In response, actions have sought to promote the rights of lesbian and gay peoples across a number of low- and middle- income countries.

Still, the term ‘homophobia’ rather conflates three sets of issues. First is the well-rehearsed argument that it locates violence as an expression of interpersonally situated fear. Second is the conflation of homophobias across countries which may be as culturally different as they are similar. Third is the suggestion that a welcome endpoint is a particularly framed lesbian or gay identity.

So, might the intra-categorical problems of homophobia be dealt with by adopting an anti-categorical approach to this term? Might a turn away from homophobia towards valuing young people’s capabilities help us focus on young people’s conceptualisations of femininities and masculinities inclusive of same-sex sexualities?

As Biggeri et al (2011) have argued, applying the capability approach can encourage professionals to understand young people as active agents and co-producers of their capabilities. Young people can be invited to articulate their futures about who they want to be and what they want to do. Yet is it possible, ethical even, for young people to do so within an invalidating environment?

This paper will explore these issues and raise questions for educational practice, policy and professionality.