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This paper draws on the largest and most comprehensive Australian research to date that explores the campus climate for sexuality and gender diverse (SGD) people at one university. Using a mixed-method approach that incorporated an online survey open to all students and staff (n = 2395), face-to-face in-depth interviews with key stakeholders (n = 16) and an online document analysis, the study explored participants' perceptions and attitudes to sexuality and gender diversity on campus, experiences of in/exclusion, (un)safe places, visibility in public online documents, and the campus-based services available to support SGD individuals. The findings point to the ongoing exclusion experienced by SGD people across the university. We show how exclusion serves to silence individuals across multiple levels and how this, in turn, limits the visibility of, and redress for, exclusion, impacting on health and well-being. This tension, we posit, can only be addressed safely and holistically through proactive and strategic endeavours on the part of the institution; without which, exclusion will continue to prevail.

The COVID-19 pandemic sparked an unprecedented expansion of educational technologies and digitisation of the university sector, and also amplified existing inequalities and crises. In this paper, we introduce the 'socio-technically just pedagogies framework' to systemically explore curriculum-making, student-staff partnerships, knowledge production, and networked capabilities in higher education. This conceptual innovation seeks to (re)articulate pedagogy across four aspects: (i) a commitment to curriculum-making as a form of everyday activism; (ii) a nurturing of student-staff coalitions to expand student-staff partnerships; (iii) development of generative spaces for transdisciplinary co-creation; and (iv) the deliberation of networked capabilities. This framework emerged from a partnership with students at an Australian university that sought to experiment with pedagogical practices and possibilities. Our coalition then responded to the framework to illicit collective insights about the curriculum-making phenomenon. The framework seeks to articulate curriculum-making initiatives that collectively enact socio-technically just pedagogies. [ABSTRACT FROM AUTHOR]

Critiques of healthcare often focus on negative experiences to address gaps, issues, and problems. While important, this often obscures care that exceeds expectation – that is, brilliant care. This article centres brilliant care by considering the questions that might be asked to surface it, and what might happen when brilliant care is centred. Specifically, a conceptual understanding of brilliant care is extended within health sociology. In doing so, the article draws on Mol’s research on the logic of care, Fredrickson’s broaden-and-build theory, and Hochschild’s notion of emotion work. Through an application of this conceptual framework to secondary data – namely, reported stories of healthcare experiences from the series ‘What’s right in health care’ – the article demonstrates how the framework surfaces and illuminates aspects of brilliance and its emergence. The article concludes by considering the implications this has on how we make sense of healthcare and the positive, social, and relational aspects that might be surfaced in current and future practices. [ABSTRACT FROM AUTHOR]

Emerging research points to the increasingly expansive ontologies of gender that young people engage with in contemporary society. This paper examines the representations of gender that emerged in one urban site: a science gallery exhibition in London that sought to de-centre fixed binary gender categories – a site where gender is explicitly being 'redone' (West & Zimmerman, 2009). Drawing on research work on curation (Acord, 2010) we examine data (drawings and text) produced by 516 young people who attended the exhibition, exploring the ways gender is narrativised and re-curated within the physical and discursive space(s) of the gallery. Our findings show the ways that gender was felt and represented in these recurations, as fixed and unfixed, and productive and unproductive. The participants reassembled the ideas of gender presented within the gallery through representations imbued with affect. This included representations that conflated sex and gender and privileged bio-essentialist narratives, as well as representations that drew on binary models and logics. These re-curations, we argue, point to the ways that young people are making sense of gender (im)possibilities. We argue that these narratives highlight the ways young people are grappling with discourses of gender as they transition into adulthood in contemporary society. [ABSTRACT FROM AUTHOR]

Social media practices are situated within the contexts that people are located in, including family and peer relationships. LGBTQIA+ young people carefully curate social media spaces to find similar others in careful ways. However, less is understood about how existing connections to families of origin (re)shape social media practices. Drawing on interview and focus group data with 65 LGBTQIA+ young people, we examine family considerations in social media practices and curation strategies. Findings reveal that considerations about familial relations play an important role in how young people use social media for maintaining and fostering ties with family members. Young LGBTQIA+ people narrativise their social media practices as intensely affective experiences, where issues of care, concern, and love for family, (re)shapes their social media use. We argue that queer young people's social media practices can be conceptualised as family practices and consider the implications this has for making sense of social media for queer young people. [ABSTRACT FROM AUTHOR]

Accurate data collection from LGBTIQ+ communities is crucial for public health research and the provision of equitable services. Emergent fluid, multiple, trans and non-binary gender identities complicate data collection in ways that make an excellent case-study for rethinking the categorization of such data. In this article, we explore some of the obstacles to collecting data from trans, gender-diverse and non-binary (TGD) communities, and the difficulties in synthesizing meaning about fluid or multiple identity categories. We review a selection of international surveys from the last 10 years and then present a case-study of data collection in an Australian mixed-methods study of LGBTQ+ young people's uses of social media. In doing so we draw upon trans and gender diverse people's lived experiences to reinterpret our survey dataset in which responses that 'refused categorisation' were initially removed. We argue that theorizing the 'social life of data' – that is analysing the disciplinary orientation and purpose of research, while also acknowledging the moment and site of data collection, the methods used, and the mutable meanings in play – better accounts for the lived experiences of gender beyond binary and static identities. [ABSTRACT FROM AUTHOR]

Analysing survey data from 1,304 LGBTQ + young people in Australia collected in 2016, this paper considers key distinctions between the experiences of bisexual and pansexual participants, and lesbian and gay participants in relation to social media use and aspects of connection, harassment and mental health. Presenting quantitative data, illustrated by qualitative extracts, we found broad similarities in motivations for using social media and how participants connected to peers and communities. There were some statistically significant differences, however, in respondents' motivations for using social media and who they connected with on these platforms. Importantly, bisexual and pansexual participants reported more negative experiences of harassment and exclusion across all major social media platforms when compared to their lesbian and gay peers. Bisexual and pansexual respondents also reported poorer mental health experiences. These findings speak to the different impacts of discrimination and oppression that young people experience in everyday life. There is a need for focused attention on bisexual and pansexual young people in academic, policy and youth-work domains. Young people will benefit from more substantial school-based education on LGBTQ + identities - beyond the experiences of gay and lesbian people - to 'usualise' varieties of difference in gender and sexual identity. [ABSTRACT FROM AUTHOR]

Multimorbidity has become an increasingly prominent lens through which public health focuses on the 'burden' of ill health in ageing populations, with the promise of a more upstream and holistic approach. We use a situational analysis (drawing on documentary analysis and interviews with service providers, policy actors and people living with multiple conditions) in south London, UK, to explore what this lens brings into focus, and what it obscures. Local initiatives mobilised the concept of multimorbidity in initiatives for integrating health care systems and for commissioning for prevention as well as care. However, as the latest of a series of historical attempts to address system fragmentation, these initiatives generated more complexity, and a system orientated to constant transformation, rather than repair or restoration. Service providers and patients continued to struggle to navigate the system. Dominant policy and practice narratives framed patient self-management as the primary route for addressing individualised risk factors on a trajectory to multimorbidity, whereas the narratives of those living with multiple conditions were more oriented to a relational model of health. The findings suggest possibilities and limitations for leveraging the concept of multimorbidity for public health. In this field, the promise arose from its potential to make spaces for a focus on populations, not patients with discrete diseases. Realising this promise, however, was limited by the inherent tensions of biomedical nosologies, which separate discrete diseases within individual bodies, and from epidemiological approaches that reify the socio-material contexts of failing health as risks for individuals. [ABSTRACT FROM AUTHOR]

Fear of heterosexism—as distinct from actual experiences of heterosexism—plays a significant role in staff and students lives on campus. Ambient workplace heterosexism provides a context for staff and students about what to expect from their peers and colleagues, and shapes the daily activities of those who perceive heterosexism as a regulating force. In this article, we consider the psychometrics of the Fear of Heterosexism Scale (FoHS), which was integrated into a campus climate survey of Western Sydney University staff and students (N = 3,106; n = 412). This scale was considered in relation to a range of associated factors, including perceived safety on campus, bystander efficacy, responsibility to intervene, and awareness of lesbian, gay, bisexual, transgender, intersex, queer/questioning, asexual, and many other terms such as nonbinary and pansexual (LGBTIQA+) issues. In turn, the results of the FoHS are considered across a range of demographic factors such as gender, sexuality, role, dis/ability, and membership of campus-based support organizations. Supporting the findings from the initial operationalization of the FoHS by Fox and Asquith in 2018, this research identifies the consequences of fear of heterosexism on daily activities and engagement with study/work. Understanding the factors associated with fear of heterosexism is critical in creating more inclusive and respectful university environments. [ABSTRACT FROM AUTHOR]