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Yuill, Richard; Interrogating the Essential: Moral Baselines on Adult-Child Sex; Thymos; 4(2), 149-167 , Oct 01 2010
In this paper I emphasize the multiple ways dominant moral and essentialist understandings feed into the wider regulatory norms and conventional thinking governing adult-child sexual relations. Clearly, researchers are not immune from the ascendant material and symbolic hegemony enjoyed by child sexual abuse (CSA) paradigms. Indeed the experience of the seven critical writers and researchers cited in the paper, coupled with the author's own experiences carrying out PhD research in this area, clearly reinforce this point. I contend that sociological and Foucauldian insights on age and sexual categorization can offer a helpful tool-kit for unpacking the contested claims from CSA survivors, child liber ationists, and the specific case of one respondent who resists victimological labelling of his sexual experiences with adults.

Yuill, Richard, & Durber Dean; ‘Querying’ the Limits of Queering Boys Through the Contested Discourses on Sexuality; Sexuality & Culture; 12(4), 257-274York, Springer New
Presentations of boy’s sexuality within man–boy sexual relationships have shifted considerably over the past three decades. We document this through analyzing three very different constituencies:
- ‘boylover’ (adult men sexually attracted to boys) activist movements,
- three research case studies, and
- male survivors of abuse.

We examine
- the specific ways boy’s sexuality has been constructed within each of these positions,
- how these have changed over this period, and
- what insights all this can shed on wider social and cultural (re)conceptions on age, gender, and sexuality.

Studying these diverse perspectives provides a series of contrasting assumptions and frameworks which will yield invaluable insights on wider transformations in the production of narratives on child and intergenerational sexualities.
We hope to illuminate this through drawing out the complex interplays involving power dynamics and fluctuations in the epistemological hierarchy delineating boy’s sexuality (in terms of more normative and transgressive forms this may take).
We conclude this critical engagement with a discussion of the likely impact any ‘queering’ of, or fractures in, age/generational boundaries might have for the future narrating of boy’s sexual stories within man–boy sexual relationships.
Yuill, Richard, & Evans David T.; Pedophilia, Jan 01 2006
An overview of definitions, perspectives, opinions, defense and critics in the course of time.
Yure, & Hikari; MAP Starting Guide
“Minor-attracted person” ["MAP"] is anyone with a romantic or sexual interest in people who have not yet reached the age of consent. The category is broad enough to include even minors themselves, if they develop feelings and practices that can be considered sexual in their general tract between each other. However, this category is fairly new and most people don’t see the difference between attraction to minors and pedophilia, which is, itself, charged with great amounts of stigma. Because of that, the self-esteem of minor-attracted people is severely damaged, they hide and develop self-hatred. But it’s important for the minor attracted person to understand that they are not a threat to minors, that their attraction is fine in other cultures and that, putting things that way, attraction to minors isn’t a disease per itself, but is made such by society. That should help minor-attracted people to accept themselves wholeheartedly, to see cultural phenomena as passive of changing, improve understanding of themselves and point to help, if such is needed.
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Zirpolo, Kyle, & Nathan Debbie; McMartin Pre-Schooler: 'I Lied'
A long-delayed apology from one of the accusers in the notorious McMartin Pre-School molestation case. ...
My parents would ask questions: "Did the teachers ever do things to you?" They talked about Ray Buckey, whom I had never met. I don't even have any recollection of him attending the school when I was going there. ...
"I'm not going to get out of here unless I tell them what they want to hear." ...
I remember them asking extremely uncomfortable questions about whether Ray touched me and about all the teachers and what they did — and I remember telling them nothing happened to me. ...
Anytime I would give them an answer that they didn't like, they would ask again and encourage me to give them the answer they were looking for. It was really obvious what they wanted. ...
After she [my mother] asked me a hundred times, I probably said yeah ...
I remember breaking down and crying. I felt everyone knew I was lying. ...
"Nothing happened! Nothing ever happened to me at that school." She [my mother] didn't believe me. ... That one night skewed our relationship.