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"In the continuously changing field of social sciences, ethical considerations in anthropological studies pose unprecedented challenges. The book Reviving and Re-Writing Ethics in Social Research For Commoning the Community embarks on a transformative journey, moving beyond historical analysis to address pressing contemporary questions about the norms governing anthropological study. Who guards the guardians? What ethical challenges does the modern era pose for anthropological sciences? These are the critical questions explored in this comprehensive exploration of the ethical landscape of social research.As the ethical foundations of social research shift with political, intellectual, and societal changes, there is a pressing need to reassess the purpose of anthropological knowledge and the responsibility of researchers towards the communities they study. The book raises vital concerns about the evolving nature of ethical considerations, challenging traditional notions of ethical research. It highlights the ethical and axiological dilemmas faced by anthropologists in the modern era, emphasizing the need for a more community-centric approach that actively benefits the studied communities."--

"In the complex landscape of educational philosophy and policy, a difficult challenge arises -- the entwined issues of racism and other demographic differences, and evolving education policies. Traditional historical accounts fall short of addressing the broader historical patterns that underscore these challenges, particularly their colonial legacy. The need for a fresh perspective becomes evident, one that transcends chronology and delves into the intricate dynamics shaping contemporary educational thought.History and Educational Philosophy for Social Justice and Human Rights emerges as a groundbreaking solution to this conundrum. Through a broad developmental and historical lens, the book provides a fresh perspective on the role of differences as the core, content, and subject of education. It advocates for cultural resistance and a permanent political struggle by political-cultural minorities and social movements, while also challenging public institutions, especially schools, to actively embrace and utilize differences in their foundational work. By engaging with the tensions and struggles around differences, the book contends that institutions can transform, becoming agents of positive change, and contributing to the foundation of an inclusive and participatory democracy. This book invites scholars and educators to not only understand the challenges but to actively participate in shaping a future where differences are not merely acknowledged but celebrated within the realms of education and society at large."--

This qualitative study was conducted in Penang, Malaysia with the aim to analyze and gather in-depth understanding of challenges faced by transgender who used drugs. This study also aimed to understand some of the psychosocial support eceived by this marginal population in terms of overcoming their substance useehaviour. Eighteen respondents between the ages of 18 and 40 years were selected through the snowballing sampling technique due to the difficulty of getting the targeted respondents. The study found that all of the 18 respondents who participated in this study, only 4 respondents have used cannabis and methamphetamine ecstasy over a period of 12 months prior to the present study. The rest of the respondents in this study doesn't involved with drugs. This study suggests that both government and non-governmental organizations (NGOs) should continue to provide appropriate HIV and AIDS intervention the transgender population. Social work intervention primarily in educating this marginal population towards the prevention of HIV transmission especially preventing from drugs substance uses which are associated with behaviours that facilitate HIV transmission in their daily life.