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(Re)Presentations of Homosexuality: the Frame and Knowledge in the Making

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(Re)Presentations of Homosexuality: the Frame and Knowledge in the Making (RE)PRESENTATIONS OF HOMOSEXUALITY: THE FRAME AND KNOWLEDGE IN THE MAKING by Matthew Isherwood THIS THESIS SUBMITTED IN PARTIAL FULFILLMENT OF THE REQUIERMENTS FOR THE DEGREE OF MASTER OF ARTS in The Faculty of Graduate and Postdoctoral Studies (Curriculum Studies) THE UNIVERSITY OF BRITISH COLUMBIA (Vancouver) February 2015 © Matthew Isherwood, 2015 Abstract This thesis is an inquiry into how one understands sexual difference. It will consider how queer lives are presented to us in the media, and it attends to ways in which these presentations might influence and shape our knowledge of queer subjects. The primary research questions addressed in this thesis include: Do sites of everyday influence continue to promote stereotypes? What does this mean for homosexual individual? And if such sites do promote such stereotypes, can sex education curriculum attempt to undo media bias? To address these questions, the thesis considers popular representations circulating in the media. It considers these representations in light of the author’s own experiences as a gay man. The critical thinking that emerges from this act is made possible by engaging with multiple pieces of content, as well as the work of queer theorists such as Sedgwick and Butler and Halperin. In this sense, a new question emerges: How can one keep knowledge in the making alive and ongoing? ii Preface This dissertation is original, unpublished, independent work by the author, M. Isherwood. iii Table of Contents Abstract ........................................................................................................................................................ ii Preface ......................................................................................................................................................... iii Table of Contents ....................................................................................................................................... iv List of Figures ............................................................................................................................................. v Acknowledgments ..................................................................................................................................... vi Dedication ................................................................................................................................................... vii Chapter 1 - Introduction ............................................................................................................................. 1 Chapter 2 - Literature Review .................................................................................................................... 8 2.1 Binary Thinking ................................................................................................................................... 8 2.2 Categories and (Political) Identity ..................................................................................................... 10 2.3 Everyday Sites of Influence .............................................................................................................. 13 2.4 Operation of the Frame ..................................................................................................................... 19 2.5 Curriculum as Conversation .............................................................................................................. 26 Chapter 3 - Methodology .......................................................................................................................... 30 Chapter 4 - The Homosexual in Situation Comedies ............................................................................ 34 Chapter 5 - Textual Analysis of the Posters ........................................................................................... 46 5.1 Introduction to the Posters ................................................................................................................ 46 5.2 Theatricality ....................................................................................................................................... 49 5.3 Fashion and Dress ............................................................................................................................ 52 5.4 Predatory Behavior and Sexual Desire ............................................................................................. 58 5.5 Effeminacy......................................................................................................................................... 63 5.6 Seeing/Categorizing Homosexuality ................................................................................................. 66 Chapter 6 - Conclusion and Final Thoughts .......................................................................................... 71 Bibliography .............................................................................................................................................. 81 iv List of Figures Figure 1. 1 Images of homosexual subjects from television ........................................................... 4 Figure 1. 2 The TDSB posters (2011) ............................................................................................. 5 Figure 2. 1 Advertisements targeting homosexual subjects .......................................................... 25 Figure 3. 1 The chosen TDSB posters ......................................................................................... 31 Figure 4. 1 Image from Frasier episode "Out with Dad" (2000) .................................................... 36 Figure 4. 2 Image of Max (left) and Derek (right) from Happy Endings (2013) .............................. 44 Figure 5. 1 The chosen TDSB posters ......................................................................................... 46 Figure 5. 2 Images of homosexual subjects in bright clothing ....................................................... 50 Figure 5. 3 Phil in his suit (left) and Mitchell and Cameron wearing identical suits (right) ............. 54 Figure 5. 4 Image of Sandy from Glee ......................................................................................... 59 Figure 5. 5 Section of TDSB poster A ........................................................................................... 60 Figure 5. 6 Images taken from Vancouver's gay district, Davie Street .......................................... 63 Figure 5. 7 Mitchell wearing a dress (left) and pictured as a princess (right) ................................ 65 Figure 5. 8 American Dad (2005 – present) often use visible stereotypes to portray homosexual characters .................................................................................................................................... 66 Figure 6. 1 Ellie (left) and Bill (right) from The Last of Us (2014) .................................................. 78 Figure 6. 2 Young girls cosplaying as Ellie ................................................................................... 79 v Acknowledgments I offer my heartfelt and deepest thanks to those who have helped shape this thesis over the past few years. These have included the faculty, staff and fellow students who have inspired me on a daily basis. Particular thanks to Dr. Dónal O Donoghue, whose steady guidance, patience and teaching has helped me question more deeply both myself and the world around me. I would also like to thank Dr. Carl Leggo, whose commitment to autobiographical inquiry and research helped make this work more than just a study of sexuality, turning it into a journey of productive self-reflection. Finally, I would like to thank my husband who has patiently waited for a weekend together for the last six months. Thank you for your mostly well natured stoicism and support. I promise I am all yours again soon. vi Dedication This thesis is dedicated to every lost soul who ever walked between the lines of recognition and wondered who they were. vii Chapter 1 - Introduction This thesis invites the reader into an investigation in thinking about the fluidity of knowledge. It attempts to question if knowledge is fixed or ever evolving, how it is formed, and the relationship between knowledge and meaning. I will examine these questions with reference to their implications on sexuality and sexual identity from my own perspective and common representations of homosexuality. The thesis promises different interpretations depending on the reader's frame of reference. For me the thesis causes questioning, leading to a better understanding of my own idea of sexuality. It also causes reflection on my practice as an educator, specifically in regards to knowledge and meaning, and how that might develop differently in situations where images are used. This thesis explores the importance of considering knowledge as a thing in the making, rather than as a thing made (Ellsworth, 2011). Knowledge has a fluidity to it that might, under certain circumstances, be replaced by certainty. Thinking in definitive terms is something I struggled with when considering the idea of sexuality. Much of my time has been dedicated to how one might reconsider the terms of a binary discourse that could potentially close down new ways of understanding sexuality. All too often I found myself unintentionally writing in ways that may have continued rather than interrupted binary thinking. This path of least resistance has
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