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It is well-documented that schools fail to adequately engage with contemporary content about intersex awareness and education or inclusion of people with intersex variations. Where sexuality and relationships education are the remit of Health and Physical Education (HPE) curriculum in countries such as Australia, the learning area shows little obligation/response-ability towards the needs of students with intersex variations. It also fails to pay nuanced attention to non-dominant issues, knowledge, or people with respect to sex, gender and sexuality. Similarly, the normative endosex nature/focus of HPE/PE/sport and related professional education bodies (e.g. in teaching and coaching) ignore the need for relevant and affirming content about intersex bodies. A recent project reported here, created a collective narrative addressing how such HPE bodies of learning and teaching can advocate for and enact approaches that are inclusive, affirming, visible, and supportive in promoting and upholding the human rights and health needs of students with intersex variations. The research question driving the project was: What part can HPE bodies of learning and teaching play concerning intersex awareness and education? This original empirical research draws on the methodology and theory of narrative inquiry. The narrative was created between artefacts from a cohort of second year Australian pre-service HPE teacher education students in dialogue with teacher/researcher/expert/author bodies. The paper employs a recently developed Strategic Framework for intersex inclusion that promotes a positive whole-school approach, for educational institutions to be more inclusive, humane, safe and educationally relevant for people with intersex variations. This framework assists critical reflection on project findings. We argue that such engagement, as illustrated in this project's scope, promotes a positive and diverse understanding about intersex in educational spaces, curriculum and pedagogies, guidelines, and policies, and ultimately reflect Australian Human Rights Commission recommendations and Australian anti-discrimination legislation.

In the last 40 years, a series of models and frameworks associated with competency, capability and identity have been advanced in the published literature. These models and frameworks have arisen at a time of fundamental shifts in both the type and nature of work in developed countries, for example shifts associated with changes to labour markets from a reliance on jobs in agriculture and manufacturing (in the industrial era) to a reliance on jobs in both traditional and novel service industries (in the post-industrial and service eras) along with a rise in demand for work which requires non-routine cognitive abilities and attributes. Moreover, an increasing demand for advanced practitioners and leaders in every field of work has led to the advent of the so-called 'advanced practice professional', a practitioner who contributes higher order cognitive, affective and conative inputs to organisations and the world of work more generally. These fundamental shifts in work now require practitioners to not only have the competencies and capabilities to perform at a high level, but also require a well-developed sense of professional identity and an ability to contribute, as a discipline leader, in innovative ways to enhance organisational performance and the world of work more generally. This paper explores these propositions. We advocate a model of advanced practice professionalism in relation to competency, capability, and professional identity, and show through two real-world examples how work-based learning and research, as practiced by University of Southern Queensland in its Professional Studies program, contribute to the development of advanced practice professionals in Australia.

It is well documented that the most effective sexuality education programmes employ a whole-school learning approach. More specifically, when schools and their leaders and teachers embrace such an approach, they view student learning in the context of the whole experience of being at school -- from the classroom, to the home and the partnerships schools form with the local community. In parallel to this, people born with intersex variations report the lack of a systematic and broad approach to recognition and inclusion of intersex variations in schools due to strong 'normativity' messaging, including that pertaining to the body. Similarly, schools fail to engage mindfully with contemporary content that promotes a positive and diverse understanding of intersex in educational spaces, guidelines, policies and the curriculum. In line with community expectations outlined by the Darlington Intersex Community Consensus Statement, peer-led intersex rights-and-health-advocacy, and intersex-affirming scholarship, this paper advocates for and seeks to offer recommendations on how schools might enact a whole-school approach for sexuality education that is inclusive, affirming, visible and supportive in promoting and upholding the rights and health of students with intersex variations.

Background: Trans people in prison experience disproportionate rates of harm, including negative mental health outcomes, and thus require special protections. Instead, corrections policies have historically further marginalised them. This critical policy review aimed to compare corrections policies for trans people in Australia and New Zealand with human rights standards and consider their mental health impact. Methods: Online searches were conducted on corrections websites for each state/territory in Australia and New Zealand. Drawing on the Nelson Mandela Rules and Yogyakarta Principles, 19 corrections policies relevant to placement, naming, appearance and gender-affirming healthcare for trans people were reviewed. The potential mental health impact of these policies on incarcerated trans people was discussed using the Gender Minority Stress and Resilience framework. Results: Australian and New Zealand corrections policies have become more concordant with human rights standards in the past 5 years. However, gender-related discrimination and human rights violations were present in corrections policies of all jurisdictions. New South Wales and Victorian policies had the highest concordance with human rights standards, while Queensland and South Australian policies had the lowest. Conclusion: Policies that contribute to discrimination and minority stress may increase risk of mental health problems and suicide for incarcerated trans people. Mental health professionals working in prisons need to be aware of these risks to provide safe and accessible mental healthcare for trans people. Collaborative policy development with trans people is essential to protect the safety and rights of incarcerated trans people and consider models beyond the gender binary on which correctional systems have been founded. [ABSTRACT FROM AUTHOR]

The broad aim of most sexuality educational programs is to improve and promote health among students (Epstein and Johnson 1998; Allen 2005; Aggleton and Campbell 2000). Various education programs aim for young people to receive preparation for their sexual lives and be educated against sexual abuse and exploitation (Carmody 2009; Bay-Cheng 2003), unintended pregnancy and sexually transmitted infections (STIs). More contemporary debates about sexuality education argue the value of endeavoring to educate students about sexual pleasure and desire, aiming to bring about attitudinal changes at the local level of social and political activity (Fields 2008; Lesko 2010). With these intentions the teaching and learning of sexuality education is positioned to be invested, not only in conveying sexual information, but also in producing a specific kind of sexual individual. In this frame, the effectiveness of the mobilization and maneuvering of this subject within schools and in the classroom is essentially based on pedagogy. A closer analysis of the intricate processes of how teachers' pedagogies regulate sexual identities and sexual behavior thus becomes paramount to better understanding effective teaching of sexuality education. This article is about the purposes and the processes of teaching comprehensive sexuality education to diverse communities. It begins with a brief exploration of current pedagogies of sexuality education in Australia and New Zealand. It then presents overlapping but often disputed understandings of sexuality education as well as critical pedagogy to demonstrate critical pedagogy's potential significance for creating comprehensive sexuality education for diverse communities. This is followed by a critical examination of the ways in which teachers' pedagogy in Australian and New Zealand schools explicitly communicates the ''critical'' oriented intent of critical pedagogy with reference to four specific areas: dialogue, critique, counter hegemony, and praxis.

This paper explores the methodological politics of researching at the intersections of sexuality, culture and religion in secondary schools. It draws on experiences during a project concerned with how to address cultural and religious diversity in sexuality education in Australia and New Zealand. The paper focuses on two methodological sticking points, one occurring inside academia and the other outside, in schools. The first coheres around the process of gaining ethics approval from multiple institutional committees and the second accesses schools for participation. These sticking points are conceptualized as effects of a set of discursive and material constraints which are idiosyncratic to school-based sexualities research. We argue that discourses of sexuality and young people are mobilized in both spaces and intersect with a social moment of "risk anxiety" in ways that shape the methodological possibilities of the research. These discourses serve to constitute sexualities research as "risky" and "controversial", an image which impedes the generation of new knowledge in the field. By rendering challenges of this research visible and discursively deconstructing the reasons for them, we refuse to dismiss school-based sexualities research as "too hard". Instead, we aim to keep this topic firmly on the educational research agenda by alerting researchers to its challenges so they may prepare for them.

Trans women incarcerated throughout the world have been described as "vulnerable populations" due to significant victimization, mistreatment, lack of gender-affirming care, and human rights violations, which confers greater risk of trauma, self-harm, and suicide compared with the general incarcerated population. Most incarceration settings around the world are segregated by the person's sex characteristics (i.e., male or female) and governed by strong cis and gender normative paradigms. This analysis seeks to better understand and appreciate how the "instructions" and the "authorities" that regulate trans women's corporeal representation, housing options and sense of self-determination implicate and affect their agency and actions in handling intimacies related to their personal life. Drawing upon lived incarcerated experiences of 24 trans women in Australia and the United States, and employing Ken Plummer's notion of intimate citizenship, this analysis explores how trans women navigate choices and ways "to do" gender, identities, bodies, emotions, desires and relationships while incarcerated in men's prisons and governed by cis and gender normative paradigms. This critical analysis contributes to understanding how incarcerated trans women through grit, resilience, and ingenuity still navigate ways to embody, express and enact their intimate citizenship in innovative and unique ways. [ABSTRACT FROM AUTHOR]

Objectives: This psychobiography focuses on the advocacy work of Natasha Keating, a trans woman incarcerated in two male prisons in Australia between 2000 and 2007. Incarcerated trans women are a vulnerable group who experience high levels of victimization and discrimination. However, Natasha advocated for her rights while incarcerated and this advocacy contributed to substantial changes in the carceral system. This psychobiography uses psychological understandings of resilience as well as the Transgender Resilience Intervention Model (TRIM) to investigate the factors that enabled this advocacy. Method: Data consisted of an archive of letters written by Natasha and interviews with individuals who knew her well. This psychobiography was guided by du Plessis' (2017) 12‐step approach and included the identification of psychological saliencies and the construction of a Multilayered Chronological Chart. Results: Natasha's life is presented in four chapters, with each chapter including a discussion of resilience based on the TRIM. Conclusions: The TRIM suggests that during incarceration, Natasha was able to access more group‐level resilience factors than at any other time in her life. This, combined with individual resilience factors, enabled her advocacy. This finding has implications for advocacy in general as it highlights the importance of both individual‐ and group‐level factors in enabling individuals to effectively advocate for change in their environments. [ABSTRACT FROM AUTHOR]

This paper explores the methodological politics of researching at the intersections of sexuality, culture and religion in secondary schools. It draws on experiences during a project concerned with how to address cultural and religious diversity in sexuality education in Australia and New Zealand. The paper focuses on two methodological sticking points, one occurring inside academia and the other outside, in schools. The first coheres around the process of gaining ethics approval from multiple institutional committees and the second accesses schools for participation. These sticking points are conceptualized as effects of a set of discursive and material constraints which are idiosyncratic to school-based sexualities research. We argue that discourses of sexuality and young people are mobilized in both spaces and intersect with a social moment of ‘risk anxiety’ in ways that shape the methodological possibilities of the research. These discourses serve to constitute sexualities research as ‘risky’ and ‘controversial’, an image which impedes the generation of new knowledge in the field. By rendering challenges of this research visible and discursively deconstructing the reasons for them, we refuse to dismiss school-based sexualities research as ‘too hard’. Instead, we aim to keep this topic firmly on the educational research agenda by alerting researchers to its challenges so they may prepare for them. [ABSTRACT FROM PUBLISHER]

While the visible population of trans and gender diverse Australians has grown significantly in recent years, primary health-care access remains hindered by a lack of practitioner competency and stigmatization. This article draws on qualitative research of purposively selected gender-affirming general practitioners (GPs) in Australia to explore barriers, and enablers when treating trans and gender diverse patients. Perspectives and behaviors during the gender-affirming clinical encounter were theoretically informed through minority stress theory, and master narrative frameworks. Reflexive thematic analysis facilitated a rich description of exemplary gender-affirming primary care. A considerable gap exists between structural, clinical, and cultural behaviors among competent gender-affirming GPs in Australia, and the majority of practitioners evidenced in the literature. This critical analysis contributes to better understanding how gender-affirming Australian GPs diffuse minority stress, negotiate cis-normative biases, and foster a person-centered longitudinal therapeutic relationship with their trans and gender diverse patients. An encounter the article argues may also provide an essential buffer for GPs in Australia against the risk of professional burnout. Gender-affirming practice should be taught as a core competency and be required as professional development for GPs in Australia, to ensure a beneficial clinical encounter for the growing trans and gender diverse population.

Trans women are disproportionately incarcerated in the United States and Australia relative to the general population. Stark racial and ethnic disparities in incarceration rates mean that Black American and First Nations Australian trans women are overrepresented in incarceration relative to White and non-Indigenous cisgender and trans people. Informed by the Intersectionality Research for Transgender Health Justice (IRTHJ) framework, the current study drew upon lived experiences of Black American and First Nations Australian trans women to develop a conceptual model demonstrating how interlocking forces of oppression inform, maintain, and exacerbate pathways to incarceration and postrelease experiences. Using a flexible, iterative, and reflexive thematic analytic approach, we analyzed qualitative data from 12 semistructured interviews with formerly incarcerated trans women who had been incarcerated in sex-segregated male facilities. Three primary domains-pathways to incarceration, experiences during incarceration, and postrelease experiences-were used to develop the "oppression-to-incarceration cycle." This study represents a novel application of the IRTHJ framework that seeks to name intersecting power relations, disrupt the status quo, and center embodied knowledge in the lived realities of formerly incarcerated Black American and First Nations Australian trans women.