On working with poison: Reflections on painful empowerment in queer faculty‐student participatory action research.
Human sexuality textbooks, like most social and health sciences products, are notoriously limited in their inclusion of queer, trans, and intersex people. While well‐intentioned faculty (like the first author) do their best to address these limitations, sometimes it isn't enough. Sometimes our texts...
| Publicado en: | American Journal of Community Psychology Vol. 72; no. 3/4; pp. 486 - 504 |
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| Autores principales: | , |
| Formato: | Artículo |
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Wiley-Blackwell
Dec2023
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ssf&AN=174107845&site=ehost-live header: @attributes: shortDbName: ssf uiTerm: 174107845 longDbName: Social Sciences Full Text (H.W. Wilson) uiTag: AN controlInfo: bkinfo: jinfo: jid: 00910562 CMP jtl: American Journal of Community Psychology issn: 00910562 maglogo: N pubinfo: dt: Dec2023 vid: 72 iid: 3/4 pid: 480 pub: Wiley-Blackwell artinfo: ui: 174107845 10.1002/ajcp.12705 ppf: 486 ppct: 18 formats: fmt: – @attributes: type: T – @attributes: type: P size: 1.6MB tig: atl: On working with poison: Reflections on painful empowerment in queer faculty‐student participatory action research. aug: au: Lichty, Lauren F. Belmont, Jessica affil: School of Interdisciplinary Arts and Sciences, University of Washington Bothell, Seattle Washington,, USA Master of Divinity Degree Program, Starr King School for the Ministry, Berkeley California,, USA su: Community-based participatory research Queer theory Intersex people LGBTQ+ students College curriculum Poisons sug: subj: Community-based participatory research Queer theory Intersex people LGBTQ+ students Colleges, Universities, and Professional Schools College curriculum Poisons keyword: intersex justice participatory action research social justice education textbooks transgender inclusion trauma‐informed practice intersex justice participatory action research social justice education textbooks transgender inclusion trauma‐informed practice ab: Human sexuality textbooks, like most social and health sciences products, are notoriously limited in their inclusion of queer, trans, and intersex people. While well‐intentioned faculty (like the first author) do their best to address these limitations, sometimes it isn't enough. Sometimes our texts, and we, cause harm. This paper describes two phases of a participatory action research (PAR) project involving queer, trans, and intersex students and a queer, nonbinary faculty member that intended to address harm tied to a course text, support student empowerment, and move toward action to improve unjust textbook representation. Through first‐person reflective storytelling, we, the faculty member and one student member of the research team, share our approach to "working with poison," including strategies for infusing trauma‐informed practices into our PAR approach. We reflect on the pain of doing this work, and the ways our approach succeeded and failed. We end with recommendations for individuals, publishers, and institutions looking to minimize harm and promote justice in higher education curriculum. Highlights: Process‐focused reflection by undergraduate student‐ and faculty‐activist‐researchers.Tensions and accountability when pursuing lesbian, gay, bisexual, transgender, queer, intersex, and asexual+ justice through trauma‐informed participatory action research (PAR).Addressing unjust inclusion in textbooks, in this case, intersex/trans inclusion in sexuality texts.Positive, care‐focused practices in PAR for minoritized facilitators and participant‐researchers.Call to support ongoing, participatory curricular review by educators, publishers, and universities. pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: N holdings: @attributes: islocal: N |
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