<?xml version="1.0" encoding="utf-8"?>
<export-example>
  <doc>
    <id>741</id>
    <completedYear/>
    <publishedYear>2021</publishedYear>
    <thesisYearAccepted/>
    <language>eng</language>
    <pageFirst/>
    <pageLast/>
    <pageNumber>26</pageNumber>
    <edition/>
    <issue/>
    <volume>2021</volume>
    <type>preprint</type>
    <publisherName/>
    <publisherPlace/>
    <creatingCorporation/>
    <contributingCorporation/>
    <belongsToBibliography>0</belongsToBibliography>
    <completedDate>2021-03-26</completedDate>
    <publishedDate>--</publishedDate>
    <thesisDateAccepted>--</thesisDateAccepted>
    <title language="eng">Between LGBTTIQ-support and heteronormativity: Constructions of nor-mality inside a school LGBTTIQ-support project in Germany</title>
    <abstract language="eng">How does heteronormativity become visible within the discourse of LGBTTIQ-support activists at the school? Using data from non-moderated group discussions among schoolchildren aged between 14 and 18, who were involved in LGBTTIQ support projects in different schools within the German Federal State of North Rhine-Westphalia, the article reconstructs how concepts of norms and normality, heteronormativity, difference and otherness are being articulated by the students. A sequential analysis of the group discussions is used to detect the meaning of norms and normality with respect to LGBTTIQ identities, to highlight the way in which LGBTTIQ-supporters are constantly being subjected to this discourse. Simul-taneously it detects a concealed conflict between the goal setting of LGBTTIQ support and heteronormative discourse. The paper underlines the mechanisms of problematizing LGBTTIQ-identities by students and framing them as non-normality, thus showing the power of heteronormative discourse, the very discourse young LGBTTIQ-supporters are trapped in and trying to cope with.</abstract>
    <identifier type="urn">urn:nbn:de:hbz:1383-opus4-7417</identifier>
    <enrichment key="opus.source">publish</enrichment>
    <licence>CC BY-NC-ND 4.0 International - Namensnennung-Nicht kommerziell-Keine Bearbeitungen</licence>
    <author>Tatiana Zimenkova</author>
    <author>Verena Molitor</author>
    <author>Katrin Alida Müller</author>
    <author>Jasmin Kronsbein</author>
    <subject>
      <language>eng</language>
      <type>uncontrolled</type>
      <value>School support for LGBTTIQ</value>
    </subject>
    <subject>
      <language>eng</language>
      <type>uncontrolled</type>
      <value>Schooling</value>
    </subject>
    <subject>
      <language>eng</language>
      <type>uncontrolled</type>
      <value>Heteronormativity</value>
    </subject>
    <subject>
      <language>eng</language>
      <type>uncontrolled</type>
      <value>Norms and normalization</value>
    </subject>
    <collection role="ddc" number="301">Soziologie, Anthropologie</collection>
    <collection role="institutes" number="">Fakultät Gesellschaft und Ökonomie</collection>
    <thesisPublisher>Hochschule Rhein-Waal</thesisPublisher>
    <file>https://opus4.kobv.de/opus4-rhein-waal/files/741/Zimenkova_Mueller_Kronsbein_Molitor.pdf</file>
  </doc>
</export-example>
