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Publishing in the academy is a high-stakes activity often used to measure academic staff progress and inform promotion. Many universities have increased pressure on academics, even at the earliest stages of their careers, to publish in high-ranking journals resulting in increased stress and uncertainty. The authors of this paper are members of a writing group in an Australian regional university, established to support each other towards success in quality research and publishing. Over the 2020-2021 summer semester, six members of the group decided to reflect on their experiences, emotions and outcomes throughout the writing process by participating in four reflective arts-based activities. Theoretical frameworks of reflection and metaphor were used to share findings. Strong evidence of having to grapple with meeting university expectations in tension with personal goals and passions was ever-present. The importance of drawing on both personal resources and significant others to manage these tensions through self-care practices was also evident. Implications resulting from this research include recognising the pressures placed on academics to publish only in specifically ranked journals. Overall, the arts-based reflection was critical in uncovering deeper feelings about the pressures of publishing and supporting higher education employees' well-being and self-care during the writing process.

Background: Transgender and gender diverse (TGD) people are disproportionately incarcerated in the United States relative to the general population. A dearth of quantitative research has explored victimization as a risk factor for incarceration as well as the victimization experiences of formerly incarcerated TGD populations. Methods: In 2019, 574 TGD adults completed an online survey assessing sociodemographics, victimization across settings, and incarceration history. Latent class analysis was used to identify two sets of latent subgroups based on respondent's victimization experiences: 1) lifetime victimization (low; moderate; and high) and 2) classes of victimization while incarcerated (low; moderate; and high). Bivariate and multivariable logistic regression analyses examined sociodemographic, mental health, and lifetime victimization experiences associated with lifetime incarceration (Outcome 1). Among those with incarceration histories, bivariate hierarchical logistic regression analyses also explored the association between gender identity, race/ethnicity, HIV status, visual gender non-conformity, and class of victimization during incarceration (Outcome 2) . Results: Participants' mean age was 31.4 (SD = 11.2), 43.4% had a non-binary gender identity, 81.5% were White, non-Hispanic, 2.1% were living with HIV, and 13.2% had been incarcerated. In the multivariable model for Outcome 1, high levels of victimization, age, being a racial/ethnic minority, being a trans woman, living with HIV, and past-12-month polysubstance use were all associated with increased odds of lifetime incarceration (p-values < 0.05). In the bivariate hierarchical logistic regression analyses for Outcome 2, living with HIV and having a visually gender non-conforming expression were significantly associated with elevated odds of experiencing high levels of victimization while incarcerated (p-values < 0.05). Conclusion: Findings document the relationships between victimization and incarceration among TGD people as well as identify the subpopulations at greater risk for incarceration and experiencing victimization while incarcerated. Efforts are needed to prevent victimization across the life course, including while incarcerated and support TGD individuals in coping with the negative sequelae of victimization and incarceration experiences.

Ethics review processes are frequently perceived as extending from codes and protocols rooted in biomedical disciplines. As a result, many researchers in the humanities and social sciences (HASS) find these processes to be misaligned, if not outrightly obstructive to their research. This leads some scholars to advocate against HASS participation in institutional review processes as they currently stand, or in their entirety. While ethics review processes can present a challenge to HASS researchers, these are not insurmountable and, in fact, present opportunities for ethics review boards (ERBs) to mediate their practices to better attend to the concerns of the HASS disciplines. By highlighting the potential "value" of the ethics review process in recognising the nuances and specificity across different forms of research, this article explores the generative possibilities of greater collaboration between HASS researchers and ERBs. Remaining cognisant of the epistemic and methodological differences that mark different disciplinary formations in turn will benefit the ethical conduct of "all" researchers.

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.

A growing body of literature critical of ethics review boards has drawn attention to the processes used to determine the ethical merit of research. Citing criticism on the bureaucratic nature of ethics review processes, this literature provides a useful provocation for (re)considering how the ethics review might be enacted. Much of this criticism focuses on how ethics review boards "deliberate," with particular attention given to the lack of transparency and opportunities for researcher recourse that characterise ethics review processes. Centered specifically on the conduct of ethics review boards convened within university settings, this paper draws on these inherent criticisms to consider the ways that ethics review boards might enact more communicative and deliberative practices. Outlining a set of principles against which ethics review boards might establish strategies for engaging with researchers and research communities, this paper draws attention to how "Deliberative communication," "Engagement with researchers" and the "Distribution of responsibility" for the ethics review might be enacted in the day-to-day practice of the university human ethics review board. This paper develops these themes via a conceptual lens derived from Habermas' (The theory of communicative action. Volume 1: Reason and the rationalization of society, 1984) articulation of 'communicative action' and Fraser's (Social Text, 25(26), 56-80, 1990) consideration of 'strong publics' to cast consideration of the role that human ethics review boards might play in supporting university research cultures. "Deliberative communication," "Engagement with researchers" and the "Distribution of responsibility" provide useful conceptual prompts for considering how ethics review boards might undertake their work.

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: Incarcerated trans women experience significant victimization, mistreatment, barriers to gender-affirming care, and human rights violations, conferring high risk for trauma, psychological distress, self-harm, and suicide. Across the globe, most carceral settings are segregated by sex assigned at birth and governed by housing policies that restrict gender expression—elevating ‘safety and security’ above the housing preferences of incarcerated people. Aim/methods: Drawing upon the lived experiences of 24 formerly incarcerated trans women in Australia and the United States and employing Elizabeth Freeman’s notion of chrononormativity, Rae Rosenberg’s concept of heteronormative time, and Kadji Amin’s use of queer temporality, this paper explores trans women’s carceral housing preferences and contextual experiences, including how housing preferences challenge governing chrononormative and reformist carceral housing systems. Findings: Participants freely discussed their perspectives regarding housing options which through thematic analysis generated four options for housing: 1) men’s carceral settings; 2) women’s carceral settings; 3) trans- and gay-specific housing blocks; and 4) being housed in protective custody or other settings. There appeared to be a relationship between the number of times the person had been incarcerated, the duration of their incarceration, and where they preferred to be housed. Conclusions: This analysis contributes to richer understandings regarding trans women’s experiences while incarcerated. This paper also informs the complexities and nuances surrounding housing preferences from the perspectives of trans women themselves and considers possible opportunities to enhance human rights, health and wellbeing when engaging in transformative approaches to incarceration. [ABSTRACT FROM AUTHOR]

Background: Trans people are incarcerated at disproportionately high rates relative to cisgender people and are at increased risk of negative experiences while incarcerated, including poor mental health, violence, sexual abuse, dismissal of self-identity, including poor access to healthcare. Aims: This scoping review sought to identify what is known about the knowledge, attitudes, and behaviors of correctional staff toward incarcerated trans people within the adult and juvenile justice systems. Method: This scoping review was conducted in accordance with the five-stage iterative process developed by Arksey and O’Malley (2005), utilizing the PRISMA guidelines and checklist for scoping reviews and included an appraisal of included papers. A range of databases and grey literature was included. Literature was assessed against predetermined inclusion and exclusion criteria, with included studies written in English, online full text availability, and reported data relevant to the research question. Results: Seven studies were included with four using qualitative methodologies, one quantitative, and two studies employing a mixed methods approach. These studies provided insights into the systemic lack of knowledge and experience of correctional staff working with trans people, including staff reporting trans issues are not a carceral concern, and carceral settings not offering trans-affirming training to their staff. Within a reform-based approach these findings could be interpreted as passive ignorance and oversights stressing the importance of organizational policies and leadership needing to set standards for promoting the health and wellbeing of incarcerated trans persons. Conclusions: From a transformational lens, findings from this study highlight the urgent need to address the underlying structural, systemic, and organizational factors that impact upon the knowledge, attitudes, and behaviors staff have and hold in correctional, and other health and community settings to meaningfully and sustainably improve health, wellbeing, and gender-affirming treatment and care for trans communities, including make possible alternative methods of accountability for those who do harms. [ABSTRACT FROM AUTHOR]

This systematic literature review synthesizes available empirical studies exploring the challenges experienced by transgender youth within juvenile justice contexts and systems responses to them. The review followed PRISMA guidelines and searches were conducted in five academic databases from January 2000 to December 2020. Four qualitative articles met the inclusion criteria for review. Further research must be pursued to elucidate the lived experiences of transgender youth in juvenile justice systems. The juvenile justice system responses in providing for the unique health, social, and psychological needs of this vulnerable, carceral population are necessary to influence and guide best practice policies and procedures. [ABSTRACT FROM AUTHOR]

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]

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. [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.

Most incarceration settings around the world are governed by strong cisnormative policies, architectures, and social expectations that segregate according to a person's legal gender (i.e. male or female). This paper draws on the lived experiences of 24 formerly incarcerated trans women in Australia and the U.S. to elucidate the way in which the prison functions according to Lucas Crawford's theory of trans architecture, alongside Jacques Derrida's notion of archive fever. The paper displays how the cisnormative archive of the justice system and its architectural constructs impact trans women in men's incarceration settings, including how trans women entering the incarceration setting are able to embody gender in a way that is not reified by the insistences of those normative structures. In light of this, this paper advances a theoretical understanding of the prison as an archive and as an architectural construct, providing a new means of understanding how incarcerated trans persons may use and perform gender to survive carceral violence. [ABSTRACT FROM AUTHOR]