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Comprised of seven intergenerational dialogues, this article brings together emerging and established scholars to query into the future of queer literacy research. Addressing generational shifts in queer method(ologie)s, these dialogues advance epistemological, ontological, and ethical research quandaries related to queer and trans studies today. Holding implications for literacy research broadly, this article presents queer futurity as a research approach for addressing some of our field's most pressing concerns.

In this article, I examine the engagement of pre-service teachers with US feminist of color theory. Centering coalition relations, re-mediation, and dialogic narrative, I argue that the field of women of color thought is pedagogical in thinking through the intersectional and multidimensional problems of teaching and schooling, particularly when working with under-resourced schools and displaced and dispossessed students and their families. A framework based on the intellectual labor of US women of color, where the pedagogies of coalition, re-mediation, and dialogic narratives create powerful epistemological interventions that support pre-service teachers as they think about the complex problems of schools in this era of the defunding and the dismantlement of public education. It is a US women of color pedagogy that engages teachers in developing alternative accounts of their relationship to the world, how these new accounts are unavoidably theoretical and provide a starting point for new thinking about pedagogy, power, and praxis.

This essay examines a video poem curriculum for Lesbian, Gay, Bisexual, Transgender, and Queer (LGBTQ) students of color at a continuation school in Los Angeles, California. In this close reading of a video poem that draws from a larger research project of a community-based learning curriculum, I have found that for LGBTQ students of color whose lives often intersect multiple oppressions, it is in the reflexive pedagogical work of "storying the self" (Goodson, 1998) where they develop a critical consciousness through an interrogation of their own bodies as they confront HIV, survival sex, and violence. The racially queered self/body, particularly in media work, becomes a rich representational tool used to facilitate reflection and praxical thinking about the multiple, often simultaneous experiences of Latino and African American LGBTQ students. It is in this pedagogical space where the urgency and necessity of a radical politic emerges from the analysis of intersection and intermeshment in student experiences, and where a "theory in the flesh" that is derived from youth bodies may literally save your own life.

Persons who are incarcerated (PWAI) suffer from a disproportionately higher number of physical and mental health conditions. While most jails and prisons provide onsite healthcare, community correctional centers often do not and accessing community healthcare is challenging due to insurance issues, inadequate health literacy, mistrust, and long waits for appointments. A registered nurse‐led wellness clinic provides a viable solution to addressing the healthcare needs of PWAI in a community correctional setting. Through a community‐academic partnership between a college of nursing and two community correctional transitional centers for men, a registered nurse (RN) faculty member and nursing students provide onsite healthcare. Services include, but are not limited to, acute and chronic disease management, case management, healthcare navigation, and health education. In the first 2 years of operation, there have been 587 new resident health assessments, 882 RN visits, and 152 group education sessions. RN visits have been primarily for: connection to resources (42.6%), medication management (15.6%), and acute conditions (12%). A RN‐led wellness clinic is an innovative way to address health needs for PWAI. While this model of care focuses on an academic RN faculty practice at community correctional centers it could be replicated across community settings. [ABSTRACT FROM AUTHOR]

"Testimonio," as a genre of the dispossessed, the migrant, and the queer, is a response to larger discourses of nation-building and has the potential to undermine the larger narratives that often erase and make invisible the expendable and often disposable labor and experiences of immigrants, the working class, African Americans, and others. This essay explores the use of "testimonio" in urban classrooms in Los Angeles and its use as a mediating tool in critical thinking and community based learning projects. I argue that there is a pedagogy to "testimonio" that is intersubjective and accessible and that, under certain circumstances, re-centers and revitalizes curriculum in this era of standardization and accountability, a hearkening to social justice movements that begin in education. (Contains 5 notes.)

In this ethnography of LGBTQ street youth, I argue that despite the regulation and containment of their bodies, queer street youth consistently create spaces of resistance that move them away from the tropes of infection, contamination, and deservedness that are inscripted onto the bodies of queer youth. Using the work of feminist philosopher Maria Lugones, this essay articulates a framework for resistance researchers--scholars who enact a "faithful witnessing" in solidarity with the communities they are describing, a movement away from the radical othering that often happens in social science research. It is in this positioning as a faithful witness that researchers can attend to the deconstruction of the discursive climates of deficit tropes that obscure the gestures and maneuvers of resistance. The tropes of contamination and irresponsibility intersect many of the experiences of LGBTQ street youth in ways that implicate not only LGBTQ street youth, but also other marginalized bodies. (Contains 9 notes.)

This storytelling begins with a positioning of why and how we use "testimonio" as part of a larger project of social justice and transformative pedagogies. In this collective "testimonio," 5 working-class Latina scholars tell the stories of their struggles to overcome the challenges of language and assimilation, of gender discrimination and racism, of the violence of patriarchy, and of the experience of being treated as an "alien" in one's own country. (Contains 1 footnote.)

The experiences of lesbian, gay, bisexual, transgender, and queer (LGBTQ) migrant youth are often found in between narratives, complicated by the current political climate that makes it difficult for migrant students to disclose information about their lives. In this two-year ethnography of a public school that serves LGBTQ young people, the author suggests that teachers and education practitioners must learn to not only recognize the subtext of student narratives--the recognition of ethnographic silence and to listen for what is not being said--but also to create safe spaces in schools where LGBTQ migrant students feel comfortable to reveal identities without fear of reprisal. (Contains 4 notes.)

This kitchen-table talk examines what queer and trans* ways of knowing, being, and doing offer to movements for educational justice. We begin by sharing artifacts that illuminate our relationship to queer and trans* justice in education, and from these personal experiences, we explore the tensions and possibilities of queer and trans* dis/embodied epistemologies, with particularly attention to the power of intergenerational coalition building. Ultimately, we highlight how we can practice being with and for one another in the face of ongoing ideological and material violence against queer and trans* people within and beyond educational contexts. [ABSTRACT FROM AUTHOR]

An introduction is presented in which the editor discusses 'Frontiers' in feminist theorizing and feminist studies.

In its current emphasis on all that is analytic and cognitive, the absence and elusiveness of the body in educational research defines and delineates any consideration of how new identities, particularly the emerging identities of Latina/o lesbian and gay youth, are being invented within a contestation of dominant discourses of race, class, gender, and sexuality. In a reevaluation of the writings of Chicana theorists Cherrie Moraga and Gloria Anzaldua, this paper locates the brown body as central in an ongoing practice of negotiation in which multiple, often opposing, ideas and ways of being are addressed, appropriated, and negotiated. The brown body, with its multiple and often oppositional intersections of sociopolitical locations, must be acknowledged in its centrality in creating new knowledges. For the educational researcher, understanding the brown body and the regulation of its movements is fundamental in the reclamation of narrative and the development of radical projects of transformation and liberation. [ABSTRACT FROM AUTHOR]

An introduction is presented in which the editor discusses articles in the issue on topics including sexual harassment; nationalism; and feminist activism.

Introduction: Severe acute respiratory syndrome-related coronavirus (SARS-CoV-2) infection is characterised by a viral phase and a severe pro-inflammatory phase. The inhibition of the JAK/STAT pathway limits the pro-inflammatory state in moderate to severe COVID-19. Methodology: We analysed the data obtained by an observational cohort of patients with SARS-CoV-2 pneumonia treated with ruxolitinib in 22 hospitals of Mexico. The applied dose was determined based on physician's criteria. The benefit of ruxolitinib was evaluated using the 8-points ordinal scale developed by the NIH in the ACTT1 trial. Duration of hospital stay, changes in pro-inflammatory laboratory values, mortality, and toxicity were also measured. Results: A total of 287 patients were reported at 22 sites in Mexico from March to June 2020; 80.8% received ruxolitinib 5 mg BID and 19.16% received ruxolitinib 10 mg BID plus standard of care. At beginning of treatment, 223 patients were on oxygen support and 59 on invasive ventilation. The percentage of patients on invasive ventilation was 53% in the 10 mg and 13% in the 5 mg cohort. A statistically significant improvement measured as a reduction by 2 points on the 8-point ordinal scale was described (baseline 5.39 ± 0.93, final 3.67± 2.98, p = 0.0001). There were 74 deaths. Serious adverse events were presented in 6.9% of the patients. Conclusions: Ruxolitinib appears to be safe in COVID-19 patients, with clinical benefits observed in terms of decrease in the 8-point ordinal scale and pro-inflammatory state. Further studies must be done to ensure efficacy against mortality. [ABSTRACT FROM AUTHOR]

Acute myeloid leukemia (AML) comprises a heterogeneous group of hematopoietic cell neoplasms of myeloid lineage that arise from the clonal expansion of their precursors in the bone marrow, interfering with cell differentiation, leading to a syndrome of bone marrow failure. AML is a consequence of genetic and epigenetic changes (point mutations, gene rearrangements, deletions, amplifications, and arrangements in epigenetic changes that influence gene expression) in hematopoietic precursor cells, which create a clone of abnormal cells that are capable of proliferating but cannot differentiate into mature hematopoietic cells or undergo programmed cell death. The diagnosis requires more than 20% myeloid blasts in the bone marrow and certain cytogenic abnormalities. Treatment will depend on age, comorbidities, and cytogenetic risk among the most frequent., (Copyright: © 2022 Permanyer.)

Background: COVID-19 has been associated with negative results in patients with A blood group and with a better evolution in O blood group individuals., Aim: Because the evidence regarding ABO blood groups and COVID was empirically not that clear in our country, we tested the association regarding COVID-19 and blood groups., Material and Methods: Adult patients were enrolled in this prospective, case-control, observational multicenter study. Patients with a confirmed diagnosis of COVID-19 were assigned to one of three groups based on the clinical presentation of the infection. Age, gender, ABO and Rh blood groups, body mass index, history of diabetes mellitus or high blood pressure, and smoking were recorded directly or from their clinical charts. ABO blood group was obtained from 5,000 blood donors (50% each gender). Atherothrombotic variables were compared with a nation-wide data collection., Results: A total of 2,416 patients with COVID-19 were included (women:39.6%; men:60.4%). There were no significant differences between cases and controls in terms of age. O blood group was the most frequently found in healthy donors and COVID-19 patients, but this blood group was significantly higher in COVID-19 patients vs. healthy donors. ABO blood group was not associated with the final health status in COVID-19 patients. Obesity, diabetes mellitus, hypertension and smoking were significantly more frequent among COVID-19 patients., Conclusion: The proposed protective effect of the O blood group in COVID-19 patients could not be reproduced in the Mexican population while some atherothrombotic risk factors had a significant effect on the clinical evolution., Competing Interests: Conflict of Interests None declared., (Copyright © 2021. Published by Elsevier Inc.)

Severe acute respiratory syndrome coronavirus 2 (SARS-CoV-2) infection is the cause of the coronavirus disease 2019 (COVID-19) pandemic, which has a high case fatality rate. Most severely ill patients develop a special type of coagulopathy that had not been described before and that is now considered the main cause of death. For this reason, anticoagulant treatment has become one of the cornerstones of the treatment of this infection. However, the rate at which the evidence regarding the use of anticoagulants is generated is quite fast, and sometimes it is difficult to interpret and conflicting. After having performed an extensive review of the published literature, this proposal for the use of anticoagulant treatment is made, taking into account available resources in Mexico., (Copyright: © 2021 Permanyer.)