ILGA Oceania – Bisexuality Research

Notes from the workshop hosted by Mary-Anne McAllum. The session was reporting back from her research on bisexual women’s experiences in NZ secondary schools.

tumblr_inline_n7hsjxococ1qei1xrThe definition of bisexuality does not rely solely on sexual attraction or equal attraction between the sexes – for example, it’s OK to identify to identify as bisexual even if you haven’t had a same-sex experience.

Mary-Anne’s research had a bifocal approach, inquiring into how young women interpret the notion of bisexuality, and drawing out their experiences of being bisexual in NZ secondary schools. There were 37 participants. Bisexual theory is evolving and literature has increased a lot in recent times – most of it on adult bisexuality. Bisexual theory – might contain a number of sexualities – occasionally it is found to be unstable. Youth2000 also offers data but it combines data of both-sex attracted and same-sex attracted. This erases the difference issues that are faced by bisexuals. Form of biphobia? Certainly hetereonormative.

Participants were asked: what are some of the positive things about being bisexual at school? This was to ensure the focus was on something that wasn’t doom and gloom – focus on improvements. Historically schools in NZ have been so difficult to access in terms of research for young people on sexuality and sex.

Out of that came two new terms:

  • Misrecognition – sexual identity – misrecognised as lesbian, queer, gay, etc. Societal misrecognition. Depreciation of gender identity by patriarchal culture and declining sense of self.
  • Bimisogyny – Safety at school examples – being outed; male students were vocally nasty; girls excluded; asking why you’ve bi – “you just haven’t had a decent dick”. Hetereonormative and patriarchal practices.

Sexuality education needs to be delivered positively and inclusively. ERO in 2007 reported on sexuality education and found 20% of schools were attempting to address diversity whereas 80% schools not addressing it. Combining PE and Health considered something really problematic in terms of addressing this. Even when female to female sex was discussed, sexual desire was found to be brushed under the mat. Affirming diversity resource from the PPTA a useful resource.

There was a suggestion that students correcting teachers is an example of the culture around health education being problematic. I’d reject this, as there will always be students that know more than teachers. The response from the teacher is vital in accepting further knowledge about topics discussed in class. The perception that the teacher holds the knowledge and passes this to the student is more true in the health classroom, but the Internet offers so much readily accessible information (and lots of myth perpetuation) that this measurement isn’t really valid.

Further reading:


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