Gender and Sexuality Diversity in a Culture of Limitation provides an outstanding and insightful critique of the ways that contemporary education is impacted by a range of political, social and cultural influences that inform the approaches that schools take in relation to gender and sexuality diversity. By applying feminist poststructural and Foucauldian frameworks, the book examines the ongoing impact of broader socio-cultural discourse on the lives of gender and sexuality diverse students and teachers. Beginning with an overview of the impact of how a culture of limitation is realised in Australia, the focus moves beyond this context to examine state and federal policies from comparable societies in countries including the USA and the UK and their effect on the production of knowledges and what’s permissible to include in educational curriculum. This research-driven book thus provides a comparative, international overview of the current state of gender and sexuality diversity in schools, and convincingly demonstrates that despite some empowerment of gender and sexuality diverse individuals, silencing and marginalization remain powerful forces. This book will be of great interest to graduate and postgraduate students, academics, professionals, and policy makers interested in the field of gender and sexuality in education. It is essential reading for those involved in pre-service and in-service teacher education, diversity education, the sociology of education, as well as education more generally.

Taking lesbians in Singapore as a case study, this book explores the possibility of a modern gay identity in a postcolonial society, that is not dependent on Western queer norms. It looks at the core question of how this identity can be reconciled with local culture and how it relates to global modernities and dominant understandings of what it means to be queer. It engages with debates about globalization, post-colonialism and sexuality, while emphasising the specificity, diversity and interconnectedness of local lesbian sexualities.

This book addresses the intersections of gender, sexuality and social justice in relation to dominant development and policy discourses and interventions. Bringing together young scholars from Latin America, Africa and Asia, the book challenges dominant assumptions on sexuality in development discourse, policy and practice and proposes alternative approaches. Reflecting on both the ‘global north’ and the ‘global south’, this book investigates key social justice issues, from teenage pregnancy, child marriage discourses, sexual empowerment, to sexual diversity, female imprisonment and sexuality, militarism and sexuality, anti-trafficking policies and processes of racialization and othering in the context of migration. Overall, the book challenges binary constructs and argues for an intersectional perspective on gender and sexual diversity as a problem of structural inequality that interacts with other systems of inequality, based on race, age, class and geopolitics. This book will be of interest to social scientists and activists, as well as development scholars and practitioners engaging with questions of gender, sexuality and social justice.

There are more similarities between the 7 billion people worldwide than there are differences, and global harmony, instead of widespread conflict, is possible. The "global mosaic" of our lives: lifestyle, culture, nationality, race, religion, gender, gender identity, ability, sexual orientation, socioeconomic level, and belief system are all tiles that can fit together to form a colorful and harmonious cultural mosaic. In Global Discontent: The Mosaic of Cultural Diversity, Dr. Pedram provides us with a user-friendly philosophical, historical, and sociological guide to many of the issues facing the world today, and to possible resolutions toward an ideal world. This work is an expression of Dr. Pedram's dream: that in the twenty-first century humanity in every corner of the globe will put conflict, war, hostility, and global discord behind them and, in their place, work to create a cooperative and peaceful global community, with global governance for the common good.

In this book, Francis highlights the tension between inclusion and sexual orientation, using this tension as an entry to explore how LGB youth experience schooling. Drawing on research with teachers and LGB youth, this book troubles the teaching and learning of sexuality diversity and, by doing so, provides a critical exploration and analysis of how curriculum, pedagogy, and policy reproduces compulsory heterosexuality in schools. The book makes visible the challenges of teaching sexuality diversity in South African schools while highlighting its potential for rethinking conceptions of the social and cultural representations thereof. Francis links questions of policy and practice to wider issues of society, sexuality, social justice and highlights its implications for teaching and learning. The author encourages policy makers, teachers, and scholars of sexualities and education to develop further questions and informed action to challenge heteronormativity and heterosexism.

This text covers Bauman’s contribution to sociology and social theory. This ideal teaching text analyzes Bauman's shift from a sociology of postmodernity to liquid modernity, and provides a critical assessment of the contemporary Bauman, appraising his novel theory of liquid modernity in terms of its implications for self-identity, interpersonal relationships, culture, communications, and the broad-ranging institutional transformations associated with globalization. In addition to various extracts from Bauman's work, the book also contains a spirited reply from Zygmunt Bauman to both his sympathetic and unsympathetic critics. Bauman concludes by providing a new perspectives on his theory of liquid modernity, its differentiation from the modernity/postmodernity debate and its relation to current developments in contemporary social theory.

Australia is increasingly recognised as a multicultural and diverse society. Nationally, all accrediting bodies for allied health, nursing, midwifery and medical professions require tertiary educated students to be culturally safe with regards to cultural and social diversity. This text, drawing on experts from a range of disciplines, including public health, nursing and sociology, shows how the theory and practice of cultural safety can inform effective health care practices with all kinds of diverse populations. Part 1 explores key themes and concepts, including social determinants of health and cultural models of health and health care. There is a particular focus on how different models of health, including the biomedical and Indigenous perspectives, intersect in Australia today. Part 2 looks at culturally safe health care practice focusing on principles and practice as well as policy and advocacy. The authors consider the practices that can be most effective, including meaningful communication skills and cultural responsiveness. Part 3 examines the practice issues in working with diverse populations, including Indigenous Australians, Culturally and Linguistically Diverse Australians, Australians with disabilities, Australians of diverse sexual orientation and gender identity, and ageing Australians. Part 4 combines all learnings from Parts 1–3 into practical learning activities, assessments and feedback for learners engaging with this textbook. Culture, Diversity and Health in Australia is a sensitive, richly nuanced and comprehensive guide to effective health practice in Australia today and is a key reference text for either undergraduate or postgraduate students studying health care. It will also be of interest to professional health care practitioners and policy administrators.

This book provides a rich synthesis of research and theory of nascent and emergent critically engaged work examining changing welfare structures, regimes and technologies and the social suffering that is generated in everyday lives. By rigorously examining social security restructuring with the turn to austerity governance and its daily practices of managing, regulating and subordinating individuals, peoples and communities, this collection delineates the machinery of state power and logics designed to manage, contain and control the lives of some of the most poorest and marginalised citizens who are reliant on social welfare income payments. A core strength of the book is, first, its unpacking of austerity governance across diverse communities and, second, the elevation of community resistance and mobilisation against the very measures of austerity. Combined, the work maps out the logics of state power and everyday practices of embedded contestation and confrontation. Using the case study of Australia to discuss sociolegal recategorisations, automation of welfare governance, technologies of policy design and delivery, conditionality and systems of penalisation, this book will be of interest to all scholars and students of sociology, critical theory, social policy, social work and disability studies, Indigenous studies and settler-colonialism.

This practical workbook supports teachers seeking to sensitively understand and respond to the opinions and perceptions of critical stakeholders in student learning and development; pupil voice, parent voice, and professional voice are introduced and explored. A wide range of expert educator and academic contributors ensure that diverse voices are meaningfully understood, with chapters placing an emphasis on minority and traditionally marginalised groups, including SEND, LGBTQIA+, and Global Majority students. The workbook advocates a clear and inclusive ethos and demonstrates how voice work can help to decolonise the curriculum, promote a positive LGBTQIA+ friendly school climate, and value pupil involvement. Moments for personal reflection, activities, and action plans allow practitioners to consider the role they play in facilitating the effective inclusion of those not normally involved in knowledge construction and decision-making processes. Blending key theory with practical strategies and takeaways, this workbook is an essential tool for practising primary and secondary teachers and teaching assistants, as well as educational psychologists, school counsellors, and other educational professionals interested in promoting inclusive voice practices.

Updated with findings from the latest research, this contributed work on the psychology of women covers global initiatives, theories, and practical applications in various settings. It also addresses best practices of feminist methodologies and teaching psychology of women courses. As societal gender standards continue to shift and the capabilities, strengths, and needs of women become more widely acknowledged and prioritized—even as myths regarding women's leadership, health, and work behavior persist—it becomes increasingly important to understand the psychology of women. This third edition of Psychology of Women provides updated and expanded coverage of this highly significant and relevant subject through diverse perspectives of internationally known scholars in their disciplines, offering synopses of recent research and examinations of key theoretical issues, global initiatives, and practical applications in the workplace, therapy, and educational settings. A resource ideally suited to students in women's studies and the psychology of women as well as for use as a handbook for scholars, faculty members, and specialists in fields relating to the psychology of women, the book covers specific topics such as women in middle age, women's career development and challenges in integrating work and family roles, and the ongoing problem of violence against women. This latest edition also includes best practices of feminist methodologies and information regarding teaching psychology of women courses, and it emphasizes placing value on all women, including women of color, women with disabilities, and lesbian, bisexual, and transgender women.