scholarly journals What About Us?

2021 ◽  
Vol 5 (4) ◽  
pp. 43-68
Author(s):  
Renee E. Dixson
Keyword(s):  
Sexual Orientation ◽  
Digital Archive ◽  
Inclusive Practices ◽  
Forced Displacement ◽  
Research Project ◽  
Western Countries ◽  
Inclusive Practice ◽  
Central Focus ◽  
Direct Knowledge ◽  
Displaced People

This article outlines the research being undertaken to develop the Assembling Queer Displacements Archive (AQDA). This open digital archive is the central focus of a research project that will address the lack of understanding of LGBTIQ+[i] experiences of forced displacement. These experiences are unique but have not received adequate attention. The existing body of work on ‘queering archives’ has been focused on challenging the archival approaches and practices in order to either queer these practices and/or make them more inclusive. However, this work has tended to ignore LGBTIQ+ stories of forced displacement. One reason for this lack of engagement is the lack of direct knowledge and experience of such stories by the researchers and archivists themselves. My positionality as an LGBTIQ+ forcibly displaced person has motivated me to embark on the present research project and to demonstrate inclusive practices to address these gaps in archives. In this article I explore the role that positionality plays in creating an LGBTIQ+ forced displacement archive. I offer solutions for creating an inclusive practice to collect stories of LGBTIQ+ forcibly displaced people. These solutions have the potential to support a range of digital archival projects that engage with structurally marginalised and oppressed communities.   [i] It is important to acknowledge that LGBTIQ+ acronym is a Western terminology, which has become adopted in non-western countries for a variety of reasons (Anzaldua, 2009). These reasons include this terminology being a legacy of colonisation, a potential lack of respectful terminology in country languages and out of necessity to adopt commonly used language when engaging globally. These reasons are not limited to those above and may vary in different contexts. When using a term ‘LGBTIQ+’ in this article I am referring to the diversity of sex, gender, sexual orientation, bodies and relationships. The ‘plus’ sign in the acronym signals fluidity and further possible identifications.

Using the Core Concepts Framework to Understand Three Generations of Inclusive Practices

Inclusion ◽  
2014 ◽  
Vol 2 (3) ◽  
pp. 237-247 ◽  
Author(s):  
Karrie A. Shogren ◽  
Michael L. Wehmeyer
Keyword(s):  
Research Policy ◽  
Future Research ◽  
Third Generation ◽  
Inclusive Practices ◽  
Policy And Practice ◽  
Inclusive Practice ◽  
The Core ◽  
Three Generations ◽  
Core Concepts ◽  
The Relationship

Abstract This article analyzes the relationship between the core concepts of disability policy and the three generations of inclusive practices. Specifically, we review the three generations of inclusive practice, highlighting the core concepts that have been most strongly emphasized during each generation of inclusive practices. Because we are early in the third generation of inclusive practices, we conclude by examining how the core concepts can guide and direct third generation inclusive practices and how future research, policy, and practice can actualize the aspirational values of all of the core concepts to enable desired outcomes.

scholarly journals Understanding Sexual Orientation Identity, Sexual/Romantic Attraction, and Sexual Behavior beyond Western Societies: The Case of Japan

2020 ◽  
Author(s):  
Daiki Hiramori ◽  
Saori Kamano
Keyword(s):  
Sexual Behavior ◽  
Sexual Orientation ◽  
Descriptive Analysis ◽  
Sex Behavior ◽  
Same Sex ◽  
Asexual Population ◽  
Romantic Attraction ◽  
Western Countries ◽  
Sexual Orientation Identity ◽  
The Impact

As a growing amount of research examines the impact of sexuality on various demographic outcomes, it becomes important to understand the complex intersections of sexual orientation identity, sexual/romantic attraction, and sexual behavior. However, most previous studies use data from Western countries that have particular histories of sexuality, limiting the generalizability of the findings beyond Western societies. We describe dimensions of sexuality in Japan, where there has not been any religious authority condemning same-sex behavior and any law prohibiting same-sex relations except for a decade in the late 19th century. We use data from the “Survey on Diversity of Work and Life, and Coexistence among the Residents of Osaka City,” the first population-based survey with detailed questions about multiple aspects of sexuality in Japan, to conduct descriptive analysis. More women identify as bisexual or asexual than lesbian. Among the respondents who selected “Don’t want to decide, haven’t decided”—a category originally created for queer/questioning respondents—as their sexual orientation, the proportion of those who indicated exclusive heterosexuality is higher than expected, raising the possibility that some heterosexual respondents with no heterosexual identity may have mistakenly chosen this category. The data suggest that the population of heterosexual-identified men who have sex with men is small. The prevalence of the asexual population differs by whether sexual orientation identity or sexual/romantic attraction is used to capture this population. Our analysis extends the demography of sexuality by examining unique non-Western data and putting in context the previous findings observed in Western countries.

Diversity in the Workplace

2019 ◽  
Author(s):  
Regine Bendl ◽  
Astrid Hainzl ◽  
Heike Mensi-Klarbach
Keyword(s):  
Sexual Orientation ◽  
Individual Differences ◽  
Social Interaction ◽  
Empirical Studies ◽  
Diversity Management ◽  
Business Case ◽  
Central Focus ◽  
Marginalized Groups ◽  
Moral Case ◽  
Diversity In The Workplace

Diversity in the workplace, with a central focus on gender, sexual orientation, age, ethnicity, (dis)ability, and religious belief, has become a major issue in organizations worldwide since the 1990s. How these different diversity dimensions are defined and constructed, as well as by whom and in what context, determines organizational practices. In turn, this determines the transformation of organizations from exclusive to inclusive ones. The workplace is one context of social interaction, in which dimensions of diversity become highly relevant and visible. Depending on the organization’s perspective toward diversity in a managerial context, individual differences between employees can create value and foster innovation and creativity, or can lead to conflict. How diversity is constructed and reproduced within diversity management and inclusion determines how employees feel accepted and included and, thus, how they are able to realize their potential and to contribute to the organization’s vision and aims. However, legitimizing initiatives that foster diversity in the workplace only with potential profits it might generate – called the business case for diversity – and forgetting its roots in the moral case, has shortcomings and potential drawbacks on the aims of diversity management and inclusion. Research on diversity in the workplace can be found in different forms. Generally, there are two main groups. Mainstream diversity literature works within the positivist research tradition and focuses mostly on the performance aspects of diverse workforces by conducting quantitative empirical studies. Critical diversity literature aims at promoting social justice by deeply understanding, criticizing and developing possible solutions. Both research streams have contributed to comprehend diversity in the workplace, realize its potentials and support marginalized groups.

Approaching the cultures of use: Netflix, disruption and the audience

2019 ◽  
Vol 14 (2) ◽  
pp. 222-232 ◽  
Author(s):  
Graeme Turner
Keyword(s):  
Empirical Research ◽  
Television Studies ◽  
Cultural Consumption ◽  
Audience Research ◽  
Research Project ◽  
Domestic Spaces ◽  
Audience Studies ◽  
Everyday Lives ◽  
Direct Knowledge ◽  
Television Audience

This article draws on an empirical research project on cultural consumption in order to respond to particular concerns this project raised about our understanding of the current regimes of consumption for television, or what this article describes as the ‘cultures of use’. While there are rich literatures around many aspects of television consumption, this article argues that there is a gap in our direct knowledge of how individuals and households consume television, across platforms and devices, in domestic spaces. In order to fill that gap and to better understand how television consumption is embedded within people’s everyday lives, television studies may need not only to ask new kinds of questions through its research but also to adapt and modify some of the modes of audience research that marked the beginnings of television audience studies.

Integrating a Global Inclusive Perspective into Coursework for Pre-service Teachers

2020 ◽  
Vol 23 (1) ◽  
pp. 13-22
Author(s):  
Jennifer R. Ottley ◽  
Sara L. Hartman ◽  
Perianne Bates ◽  
Sarah Baker
Keyword(s):  
Intercultural Competence ◽  
Teacher Educators ◽  
Teacher Educator ◽  
The United States ◽  
Project Based Learning ◽  
Inclusive Practices ◽  
Global Knowledge ◽  
Teachers Perceptions ◽  
Global Issues ◽  
Inclusive Practice

Abstract Intercultural competence is a necessary disposition for teachers in the United States who instruct an increasingly diverse group of P-12 students in inclusive settings. Viewing the world and inclusive practices from multicultural and global perspectives can be difficult when the majority of one's experiences occur within their own culture. The purpose of this qualitative case study was to describe how a teacher educator connected her 40 early childhood pre-service teachers to broader national and global inclusive practice issues via project-based learning activities. Data were collected using a brief, researcher-developed questionnaire and analyzed using thematic pattern analysis and constant comparison methodology. Findings show that pre-service teachers knew little about the global issues prior to the activities, were interested and engaged in the activities, developed global knowledge and perspectives through participation, and held varying levels of cultural competence after participation. While growth in knowledge regarding national and global inclusive practices is important, teacher educators should make concerted efforts to expand teachers' perceptions beyond monocultural views into deeper, multicultural perspectives regarding global inclusive practice.

The impact of forced displacement in World War II on mental health disorders and health-related quality of life in late life – a German population-based study

2012 ◽  
Vol 25 (2) ◽  
pp. 310-319 ◽  
Author(s):  
Simone Freitag ◽  
Elmar Braehler ◽  
Silke Schmidt ◽  
Heide Glaesmer
Keyword(s):  
Mental Health ◽  
World War Ii ◽  
Mental Health Disorders ◽  
Forced Displacement ◽  
Health Related Qol ◽  
Related Quality ◽  
Health Related ◽  
Displaced People ◽  
Health Disorders ◽  
The Impact

ABSTRACTBackground: Long-term effects of World War II experiences affect psychological and physical health in aged adults. Forced displacement as a traumatic event is associated with increased psychological burden even after several decades. This study investigates the contribution of forced displacement as a predictor for mental health disorders and adds the aspect of health-related quality of life (QoL).Method: A sample of 1,659 German older adults aged 60–85 years was drawn from a representative survey. Post-traumatic stress disorder (PTSD), somatoform symptoms, depressive syndromes, and health-related QoL were assessed as outcome variables. Chi-square and t-test statistics examined differences between displaced and non-displaced people. Logistic regression analyses were performed to examine the impact of forced displacement on mental health disorders and QoL.Results: Displaced people reported higher levels of PTSD, depressive and somatoform symptoms, and lower levels of health-related QoL. Displacement significantly predicted PTSD and somatoform symptoms in late life, but not depressive disorders. Health-related QoL was predicted by forced displacement and socio-demographic variables.Conclusion: Forced displacement is associated with an elevated risk for PTSD and somatoform symptoms and lowered health-related QoL in aged adults. Its unique impact declines after including socio-demographic variables. Long-term consequences of forced displacement need further investigations and should include positive aspects in terms of resilience and protective coping strategies.

scholarly journals Identified Teacher Supports for Inclusive Practice

2008 ◽  
Vol 18 (3) ◽  
Author(s):  
Phyllis E Horne ◽  
Vianne Timmons ◽  
Rosalyn Adamowycz
Keyword(s):  
Elementary Teachers ◽  
Prince Edward Island ◽  
Inclusive Practices ◽  
Special Education Services ◽  
Planning Time ◽  
Teacher Supports ◽  
Inclusive Practice ◽  
Teacher Training Programs ◽  
Class Room ◽  
Insight Into

This study investigated inclusive practices in Prince Edward Island (PEI) elemen-tary schools in terms of the supports teachers consider as important for inclusion. Twenty teachers were randomly selected to complete a survey, and 5 teachers were randomly selected to participate in an interview about inclusion supports. The survey in this study adapted The School and the Education of All Students Scale. Participants identified and ranked several supports that they deemed im-portant for successful inclusion. The results indicated that elementary teachers in PEI consider certain supports as important when planning an inclusive class-room, such as class size, curriculum and planning time, training, and other incentives. In light of PEI’s continued transition in Special Education services, such results provided insight into specific recommendations. The identified teach-er supports necessitate acknowledgement and understanding by teachers, parents, school boards, government, and teacher-training programs to ensure inclusive practices are implemented effectively in the PEI school system.

Gender and Spiritual Therapy in Japan

2012 ◽  
Vol 3 (2) ◽  
pp. 269-288 ◽  
Author(s):  
Ioannis Gaitanidis
Keyword(s):  
Gender Discrimination ◽  
New Age ◽  
Japanese Women ◽  
Economic Conditions ◽  
Women Therapists ◽  
The West ◽  
Western Countries ◽  
Central Focus ◽  
Spiritual Therapies ◽  
Spiritual Therapy

Therapies that are advertised as caring for mind, body and spirit, have become increasingly visible since the 1980s, and consist of the central focus of New Age activities in the West, and more recently in non-Western countries such as Japan. This article aims at demonstrating the applicability to the Japanese setting of theories that link the overwhelming presence of women among practitioners and clients of these “spiritual therapies” to their ability of both legitimizing and subverting traditional discourses of femininity. The author focuses particularly on Japanese women therapists’ testimonies that combine a legitimization of women’s involvement in spiritual therapies through their association with the beauty industry, with an overt criticism of the socio-economic conditions that encourage gender discrimination.

Space invaders: Queer and trans bodies in fertility clinics

Sexualities ◽  
2017 ◽  
Vol 21 (7) ◽  
pp. 1039-1058 ◽  
Author(s):  
Rachel Epstein
Keyword(s):  
Sexual Orientation ◽  
Body Parts ◽  
Sexual Practice ◽  
Research Project ◽  
Clinic Staff ◽  
Fertility Clinic ◽  
Canadian Research

This article draws on three narratives from a Canadian research project on LGBTQ people and fertility clinics to illustrate how LGBTQ bodies, identities and family configurations are frequently misrecognized and unintelligible in the fertility clinic context. The flow of the patient through the clinic is disrupted by the inability of clinic staff to disentangle the assumptive links made between body parts, gametes, gender, sex, sexual orientation, sexual practice and family configuration. The author explores how the ‘gender and kinship labour’ and processes of objectification that typically operate in the fertility clinic to bolster conventional masculinities and femininities break down in relation to queer and trans bodies, and offers the beginnings of a framework to assist practitioners, and others, to conceptualize and work more effectively with LGBTQ people.

Integrating a Global Inclusive Perspective into Coursework for Pre-service Teachers

2018 ◽  
pp. 000-000
Author(s):  
Jennifer R. Ottley ◽  
Sara L. Hartman ◽  
Perianne Bates ◽  
Sarah Baker
Keyword(s):  
Intercultural Competence ◽  
Teacher Educators ◽  
Teacher Educator ◽  
The United States ◽  
Project Based Learning ◽  
Inclusive Practices ◽  
Global Knowledge ◽  
Teachers Perceptions ◽  
Global Issues ◽  
Inclusive Practice

Abstract Intercultural competence is a necessary disposition for teachers in the United States who instruct an increasingly diverse group of P-12 students in inclusive settings. Viewing the world and inclusive practices from multicultural and global perspectives can be difficult when the majority of one's experiences occur within their own culture. The purpose of this qualitative case study was to describe how a teacher educator connected her 40 early childhood pre-service teachers to broader national and global inclusive practice issues via project-based learning activities. Data were collected using a brief, researcher-developed questionnaire and analyzed using thematic pattern analysis and constant comparison methodology. Findings show that pre-service teachers knew little about the global issues prior to the activities, were interested and engaged in the activities, developed global knowledge and perspectives through participation, and held varying levels of cultural competence after participation. While growth in knowledge regarding national and global inclusive practices is important, teacher educators should make concerted efforts to expand teachers' perceptions beyond monocultural views into deeper, multicultural perspectives regarding global inclusive practice.

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