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Search Results (2)

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Keywords = vulnerabilized population

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24 pages, 304 KB  
Article
Ethical Principles for the Well-Being of Participants and Researchers in Qualitative Intersex-Related Studies: A Community-Based and Trauma-Informed Approach
by Yessica Mestre-Martínez
Sexes 2025, 6(2), 28; https://doi.org/10.3390/sexes6020028 - 9 Jun 2025
Viewed by 1001
Abstract
Research with population groups who have undergone circumstances of vulnerability demands a careful ethical approach to ensure that the study is conducted with the utmost respect and sensitivity, addressing potential challenges not only in regards to safeguarding participants’ rights but also in preserving [...] Read more.
Research with population groups who have undergone circumstances of vulnerability demands a careful ethical approach to ensure that the study is conducted with the utmost respect and sensitivity, addressing potential challenges not only in regards to safeguarding participants’ rights but also in preserving the well-being of researchers. This paper is based on a qualitative research project. Employing snowball sampling techniques, I contacted 21 participants by e-mail, comprising intersex individuals who had engaged in research, as well as researchers and ethics experts with experience in qualitative intersex-related studies. I conducted semi-structured interviews to gather insights from their respective experiences. The research article focuses on a set of ethical principles that could be valuable in the development of intersex-related studies. While certain principles are directed towards participants and others towards researchers, it is important to note that these categories are not strictly delineated. As the findings suggest, these categories are closely interrelated. Both the literature review and fieldwork underscore the significance of adopting various research methods, such as community-based and trauma-informed approaches, to collaborate in enhancing knowledge production for intersex-related studies. Full article
(This article belongs to the Section Gender Studies)
17 pages, 1211 KB  
Article
Trans*+ing Classrooms: The Pedagogy of Refusal as Mediator for Learning
by Sj Miller
Soc. Sci. 2016, 5(3), 34; https://doi.org/10.3390/socsci5030034 - 28 Jul 2016
Cited by 28 | Viewed by 7054
Abstract
Gender and sexuality norms, conscribed under cis/heteropatriarchy, have established violent and unstable social and educational climates for the millennial generation of lesbian, gay, bisexual, transgender, intersex, agender/asexual, gender creative, and questioning youth. While strides have been made to make schools more supportive and [...] Read more.
Gender and sexuality norms, conscribed under cis/heteropatriarchy, have established violent and unstable social and educational climates for the millennial generation of lesbian, gay, bisexual, transgender, intersex, agender/asexual, gender creative, and questioning youth. While strides have been made to make schools more supportive and queer inclusive, schools still struggle to include lesbian, gay, bisexual, transgender*+, intersex, agender/asexual, gender creative, queer and questioning (LGBT*+IAGCQQ)-positive curricula. While extensive studies must be done on behalf of all queer youth, this work specifically focuses on how to support classroom teachers to uptake and apply a pedagogy of refusal that attends to the most vulnerabilized population of queer youth to date, those that are trans*+. A pedagogy of refusal will be explored through an evolving theory of trans*+ness, then demonstrated through a framework for classroom application, followed by recommendations for change. Full article
(This article belongs to the Special Issue Transgender Youth: Focusing on the “T” in LGBT Studies)
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