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Although escapism has been used pejoratively in describing fandom, it might be reframed as a reaction to untenable external circumstances. This reformulation of escapism is a starting point for examining how fan fiction is a political practice. In light of the political upheaval in the United States as well as the existential threat of climate change, this is a topical, even urgent, collective project for producing survivable conditions. Fan fiction uniquely diagnoses and imagines alternatives to oppressive political conditions. The lens of political dysphoria, adapted from critical transgender studies and used here to describe the dissonance between dominant political structures and desiring subjects, permits exploration of how fan fiction enables subjects to acknowledge oppressive political conditions, engage in coalitional rebellion, and reimagine societal structures for collective liberation.

This article analyzes one open-educator's self-reflexive examination of his poetry performance calling for the need of Lesbian, Gay, Bisexual, Transgender, Intersex, and Queer (LGBTIQ+) educators to serve as role models in the secondary classroom setting as a mechanism to promote social change. The author, who presented an original poetry collection in front of 400+ high school students and educators advocating for the need for out-educators, reflects upon this act as both Poetic Inquiry and Performance Autoethnography, providing a hybrid methodology – Poetic Performative Autoethnography (PPA), while framing the experience and its meaning to both the participant-researcher and the audience. The article includes discussion regarding the importance of/and political nature of representation, the need for space and dialogue, as well as obstacles facing LGBTIQ+ educators in the classroom.

Biometric security and screening systems have revolutionized border crossings. As bodies move across the physical space of the borderland, the border moves through them, scanning and cataloguing and scrutinizing bodies for irregularity. While such technologies have been scrutinized, they have largely been so through heteronormative and cisnormative lenses that fail to recognize the vastly different experiences of nonbinary, nonconforming, transgender, and queer border crossers. This paper examines the implications of what we argue is the individualization of the border, and the effects of biometric security screenings for people whose bodies do not conform to heteronormative and cisnormative standards. We argue that border securitization increasingly equates body differences to narratives of threat and risk, which endangers nonbinary, trans, and queer border crossers, and places their safe passage at risk.

General Practice Nurse (GPN) practice is becoming increasingly diverse, due to a changing patient base and political climate which impacts upon their role. Over the last decade there has been an increase in the number of foreign born individuals living in the UK, the number of individuals identifying as Lesbian, Gay, Bisexual or Transgender (LGBQT) as well as the number of people living with a long term health condition or disability. Yet all of these groups also experience greater health inequalities, despite increasing political drives in the UK and internationally to address this. General Practice Nurses are ideally placed to address health inequalities by facilitating health access for diverse groups however in order to do this they have to recognise and respond to the cultural values of the patient they are working with.

The second edition of this formative collection offers analysis of the work rhetoric plays in the principles and practices of today's culture of democratic activism.Editors JongHwa Lee and Seth Kahn—and their diverse contributors working in communication and composition studies both within and outside academia—provide explicit articulation of how activist rhetoric differs from the kinds of deliberative models that rhetoric has exalted for centuries, contextualized through and by contributors' everyday lives, work, and interests. New to this edition are attention to Black Lives Matter, the transgender community, social media environments, globalization, and environmental activism.Simultaneously challenging and accessible, Activism and Rhetoric: Theories and Contexts for Political Engagement is a must-read for students and scholars who are interested in or actively engaged in rhetoric, composition, political communication, and social justice.

AbstractOver the past 20 years, sociological research on LGBTQ people and communities has disproportionately studied coastal regions and big cities in the United States. Scholars pay the most attention to queer urban life in "great cities" like New York, San Francisco, Los Angeles, and Chicago and understudy lesbian, gay, bisexual, transgender, and queer (LGBTQ) life in the South, rural and suburban areas, and ordinary cities. This research ignores demographic evidence about where LGBTQ people live in the United States. I argue that these geographical choices—born out of convenience or theoretical purpose—shape the approach to studying queer life and the unintentional reproduction of a middle‐class, cosmopolitan universal gay subject. I chart a future path for sociology research on LGBTQ life that accounts for geography and moves beyond metronormativity.

The Universal Declaration of Human Rights enshrines the right of all persons to seek and enjoy asylum. Refugees are individuals who have fled their country due to a well-founded fear of persecution based on race, religion, nationality, political opinion, or membership of a particular social group. The United Nations High Commissioner for Refugees (UNHCR), as well as some countries of asylum, have recognized that lesbian, gay, bisexual and transgender (LGBT) and intersex individuals may qualify as "members of a particular social group", which is an imperative factor in refugee status determination. The identification crisis and their attribution of self determination often lead to compounded issues of abuse and the reasons of flight. However, what is important is that their individuality is rightly identified and respected

Objective: To compare the presence of criteria listed in the DSM-5 and ICD-10 diagnostic manuals in a Brazilian sample of transgender persons seeking health services specifically for physical transition. Methods: This multicenter cross-sectional study included a sample of 103 subjects who sought services for gender identity disorder in two main reference centers in Brazil. The method involved a structured interview encompassing the diagnostic criteria in the two manuals. Results: The results revealed that despite theoretical disagreement about the criteria, the manuals overlap regarding diagnosis confirmation; the DSM-5 was more inclusive (97.1%) than the ICD-10 (93.2%) in this population. Conclusions: Although there is no consensus on diagnostic criteria on transgenderism in the diversity of social and cultural contexts, more comprehensive diagnostic criteria are evolving due to society's increasing inclusivity.

Building upon Thornton's (1991) work on teachers as "curricular-instructional gatekeepers," the author explores what guided the curricular decision-making for one novice teacher concerning controversial issues that center on race, social class, and lesbian, gay, bisexual, and transgender (LGBT) issues. Qualitative case study revealed context, student demographics, and teacher positionality as influencing this teacher's choices regarding these themes in her curriculum. Findings indicated that this teacher was willing and able to challenge racist views in her classroom when she was a student teacher and her students more closely mirrored her own race and social class. When she was a full-time teacher of students who were of a different racial and class background, she was unable to similarly challenge their homophobic beliefs. Implications for teacher education are discussed.

Gender-theory is an arguable direction of social gender phrasing; especially its concept, that deviancies from the biological orientation are optional. The notion of transgender ortrans-sexuality as a social construction evolved in the 1990's from post-structuralist philosophies. Nowadaysmultiple theories are mingled, and a relatively small minority seems to determine the majority'straditional orientation. Present article is to discuss radical wings of gender theories, especiallythe ones that aim to alter the individual's identity by relativizing the natural born biologicalsex, or by opposing it with social gender. Instead of dealing with the biological trans-gender(trans-sexuality, intersexuality, etc...), present work researches chosen gender, or the social gender roles and the corresponding ideologies; as well as a practical alternative, the intermentalityoutline topic.

AbstractThis article discusses rankings that evaluate diversity and inclusion programs for lesbian, gay, bisexual, and transgender (LGBT) employees. Rankings promote LGBT issues and reward organizations who work towards "best practice" with a high rating. However, rankings only legitimize one set of practices and often fail to give small organizations a clear path towards inclusion. Corporations are warned against checklist‐based diversity where rankings reward superficial rather than substantive change. Within new institutional theory, the concept of "distorted institutional fit" is introduced to explain distortions preventing "optimal institutional fit." This article recommends a reprioritization of diversity program evaluations to reward only substantive change by evaluating the impact on the lived experiences of employees. Copyright © 2017 ASAC. Published by John Wiley & Sons, Ltd.

AbstractTeaching undergraduate students about LGBTQ identities and family issues presents several challenges, or "opportunities," which we address within personal, ecological, and historical contexts. We begin by articulating our positionality as scholars and instructors, and the feminist intersectional and queer lens that guides our research and pedagogy. We organize our presentation of contemporary teaching opportunities around three primary and interrelated topics: (a) teaching about LGBTQ issues with attention to intersectionality as a conceptual framework, (b) teaching about sexual orientation diversity and fluidity, and (c) teaching about gender diversity and transgender identities. We incorporate suggestions for educational practice throughout and recommend that instructors continually revise their teaching practices to reflect the changing technological and social landscape, thus maximizing opportunities for student engagement and learning.

Objective: To compare the presence of criteria listed in the DSM-5 and ICD-10 diagnostic manuals in a Brazilian sample of transgender persons seeking health services specifically for physical transition. Methods: This multicenter cross-sectional study included a sample of 103 subjects who sought services for gender identity disorder in two main reference centers in Brazil. The method involved a structured interview encompassing the diagnostic criteria in the two manuals. Results: The results revealed that despite theoretical disagreement about the criteria, the manuals overlap regarding diagnosis confirmation; the DSM-5 was more inclusive (97.1%) than the ICD-10 (93.2%) in this population. Conclusions: Although there is no consensus on diagnostic criteria on transgenderism in the diversity of social and cultural contexts, more comprehensive diagnostic criteria are evolving due to society's increasing inclusivity.

This article interrogates West and Zimmerman's Doing Gender paradigm by examining the Muxes of Juchitán, a little known third gender in El Istmo de Tehuantepec, Oaxaca México. After presenting preliminary findings based on personal interviews with forty-two muxes and forty-eight community members, distinguishing between muxes and gays and describing the wide variation in the muxe lifestyle, the essay concludes that muxes are a third sex/gender category that is actively redoing the prevailing Western gender binary as well as traditional Mexican conceptions of gender and sexuality. They are an indigenous third sex/gender category, which is less about Western conceptions of sexuality, sexual identity, or doing transgender and more about retaining the language, cultural categories, practices, and worldviews of indigenous communities.

As part of AGS's continuing work focusing on the global subordination of women, which started with the publishing of the book Crimes Against Women (April 2013) followed by the successful conference on Violence Against Women (November 2014), the Journal of International Relations, Peace Studies & Development proudly presents its 2nd annual issue focusing on Gender-Based Violence & Oppression. The issue of gender-based violence and oppression has been principally discussed within the frame of the effects on women and girls of the unequal power distribution between women and men within society. However, a wider understanding of gender-based violence is emerging internationally with the recognition of the physical violence, political and cultural oppression being committed against the Lesbian, Gay, Bisexual and Transgender (LGBT) community.