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Re-Doing Research: Best Practices for Asking About Gender and Sexuality in Education Studies

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Uplifting Gender and Sexuality Education Research

Part of the book series: Palgrave Studies in Gender and Education ((GED))

Abstract

This book chapter proposes re-doing research on gender and sexuality (G&S) in education in more inclusive ways. It explains best-practice guidelines developed for a 2018 UNESCO technical brief used for advising governments and transnational survey directors on the monitoring of violence based on sexual orientation, gender identity and intersex (SOGIE) status and education sectors’ responses. It details the development of the key standard questions; points to the complications of cultural and other differences and outlines the importance of considering violence alongside more affirming topics. It argues these best practices necessarily have a shelf life and should continually be ‘re-done’ over time.

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  1. Department of Educational Studies, Macquarie University, Sydney, NSW, Australia

    Tiffany Jones

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Editors and Affiliations

  1. Department of Educational Studies, Macquarie University, Sydney, NSW, Australia

    Tiffany Jones

  2. Faculty of Arts and Education , Deakin University, Waurn Ponds, VIC, Australia

    Leanne Coll

  3. Faculty of Education, Queensland University of Technology, Brisbane, QLD, Australia

    Lisa van Leent

  4. School of Education, University of Strathclyde, Glasgow, UK

    Yvette Taylor

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Jones, T. (2019). Re-Doing Research: Best Practices for Asking About Gender and Sexuality in Education Studies. In: Jones, T., Coll, L., van Leent, L., Taylor, Y. (eds) Uplifting Gender and Sexuality Education Research. Palgrave Studies in Gender and Education. Palgrave Macmillan, Cham. https://doi.org/10.1007/978-3-030-24205-3_9

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