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In this essay, I draw the discourses around bestiality/zoophilia into the realm of queer theory in order to point to a new form of animal advocacy, something that might be called, in shorthand, loving animals. My argument is quite simple: if all interdicts against bestiality depend on a firm notion of exactly what sex is (and they do), and if queer theory disrupts that firm foundation by arguing that sexuality is impossible to define beforehand and pervades many different kinds of relations (and it does), then viewing bestiality in the frame of queer theory can give us another way to conceptualize the limitations of human exceptionalism. By focusing on transformative connections between humans and animals, a new form of animal advocacy emerges through the revolutionary power of love.

There is no dearth of literature on the politics of LGBTQ social movements across the globe. The book under review focuses on the United States of America, dealing with the prolonged and dramatic s...

The level of hate crimes against LGBTQ individuals in Russia is on the rise. This is closely connected with the introduction in 2013 of the so-called "gay propaganda law," which introduced fines for the vaguely defined offense of "promoting non-traditional sexual relationships." This effectively resulted in a blanket ban on positive or neutral LGBTQ-related expressions, sending a clear symbolic message to the LGBTQ community.The article reviews the societal effects of the "gay propaganda law," finding that hate crimes against LGBTQ individuals have tripled since the introduction of the law.

Despite historical shifts toward inclusion for individuals with Disabilities, negative views and societal stigmas still persist, specifically regarding gender and sexuality. Concurrently, there has been an increase in anti-LGBTQ+ (lesbian, gay, bisexual, transgender, and queer) legislation, which poses a significant risk to the well-being and civil rights of LGBTQ+ individuals with Disabilities. In this article, Nicole Adler, a self-advocate who identifies in the LGBTQ+ community, tells her coming-out story. She emphasizes the critical need to proactively support and advocate for the rights and well-being of sexual and gender minorities within the Disability community. Nicole emphasizes the significance of inclusive sex education and provides a call to action for educators to better support LGBTQ+ students with Disabilities. Nicole hopes to inspire and encourage others by sharing her thoughts on the importance of advocating for LGBTQ+ individuals with Disabilities through this article.

AbstractThe time is long overdue for the field of evaluation to critically reckon with how we have failed to appropriately consider the needs and experiences of lesbian, gay, bisexual, transgender, queer, and other sexual and gender minority (LGBTQ+) people. Perhaps even more importantly, there is a dire need for work that moves us forward in new directions which are more affirming and inclusive of LGBTQ+ people. To achieve this idealistic change in LGBTQ+ Evaluation will require a genuine, transformative paradigm shift within the evaluation field, encompassing everything from pedagogy to practice and all activities in between. As a first step toward a unified paradigm of LGBTQ+ Evaluation, this chapter proposes eight Principles of LGBTQ+ Evaluation to guide evaluators' work in partnership with and in service of LGBTQ+ communities, organizations, and individuals. Here we are not seeking to provide a script or a rigid framework but rather to create guiding signposts that light the way for evaluators new to LGBTQ+ Evaluation.

Sexual identity labels and meanings have been expanding. We explore how sexual identities are taking shape, intertwining, and emerging in new forms among a growing number of LGBTQ+ people (i.e., lesbian, gay, bisexual, transgender, queer, and questioning, or people whose identities are outside the historically privileged or dominant groups of heterosexual sexual identities). We situate contemporary sexual identities in theories of the social construction of identity, intersectionality, and the life course. We review recent research that illuminates identity complexity and intersectionality, the increasingly intertwined understandings and experiences of sexuality and gender, and intersections of sexuality and gender with identities embedded in race and social class. Finally, we consider new work that situates sexual identities in the context of life course development, including life stage, developmental processes, and relationships.

This article highlights the interconnection between Lesbian, Gay, Bisexual, Transgender and Queer (LGBTQ+) research and social policy research, and argues that a greater focus on the welfare needs of gender and sexual minority people can advance the defamilisation and familisation literature. While defamilisation and familisation studies have gained significant attention for examining whether individuals, especially women, have adequate opportunities to balance their work and caregiving responsibilities, most of them pay insufficient attention to the challenges faced by LGBTQ+ individuals in organising their caring and working life. This article addresses this research gap by undertaking three analytical tasks. Firstly, it explores the defamilisation and familisation risks faced by LGBTQ+ individuals. Secondly, it presents a 'queer life mix framework' to inform the selection of suitable welfare models to guide governments in tackling these risks. Thirdly, it demonstrates how the ideas of the queer life mix framework can be put into practice.

Abstract: During the past decades, the rights of sexual minorities have been subject to both expansion and resistance at domestic and international levels. This essay investigates the resistance to sexual orientation and gender identity (SOGI) rights by focusing on the position of autocratic regimes in international organizations. It examines the history and evolution of discussions regarding SOGI within the United Nations (UN) and presents an analysis of the positions taken by countries in all SOGI resolutions adopted by the UN Human Rights Council (UNHRC). Democracies and autocracies are clearly divided on the topic of LGBTQ+ rights, with the latter vehemently opposing proposals to expand sexual minorities' rights. This autocratic resistance is rooted in fears of empowered minorities challenging the status quo and the perceived threat of SOGI rights as a gateway to broader liberal values. By leveraging cultural anxieties and joining forces with other nondemocratic regimes, autocracies exploit traditional values to resist the expansion of international liberal norms. The United Nations must adopt policy recommendations aimed at countering opposition to SOGI rights by emphasizing the universality of human rights, combating cultural relativism, and reframing the national sovereignty argument to garner broader support for SOGI rights.

LGBTQ+ scientists: UK-US inclusion in STEM
Belinda Colston1, Abigail Powell1, Lauren Esposito2 and Arti Agrawal3 discuss the challenges for LGBTQ+ scientists and inclusion in the UK-US STEM landscape through an intersectional lens. The STEM professions continue to be dominated by white, heterosexual men and characterised by a stereotypically masculine culture with the expectation of heteronormative identity. The exclusionary and hostile environments often encountered in science, technology, engineering and mathematics (STEM) disciplines have persistently excluded women, ethnic minorities, disabled people and those who identify as LGBTQ+.

Multicultural education, in some capacity, is a part of nearly every teacher education program in the country. Studies have shown, though, that this multicultural education does not often include issues of gender non-conformity and sexuality as a part of the instruction. Given these experiences in teacher preparation programs, we wanted to investigate pre-service and in-service social studies teachers' sense of self-efficacy in working with LGBTQ youth, teaching LGBTQ content, and addressing LGBTQ bias in school context. Using a Likert-scale we assessed the self-efficacy of 47 pre-service teachers. We found that the teachers had the highest sense of self-efficacy working with LGBTQ students and families. The participants reported a lower sense of self-efficacy teaching LGBTQ content and the lowest sense of self-efficacy addressing bias against LGBTQ individuals in commercial teaching materials and school contexts. The results of this study reveal the need for social studies teacher educators to be purposeful in the inclusion of these topics in their teacher preparation courses.