LGBTI Sexualities and intersectional research: Looking for inclusion beyond gender in Adult Learning and Education (ALE) Practices

IF 1.2 Q2 EDUCATION & EDUCATIONAL RESEARCH

European Journal for Research on the Education and Learning of Adults Pub Date : 2021-04-30 DOI:10.3384/RELA.2000-7426.3316

Rosanna Barros, Agustín Romero López, Alejandro Granero Andújar

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Abstract

We examine testimonies pertaining to the integration of a gender perspective beyond the dichotomy man-woman into practices of affective-sexual adult learning and education (ALE). We are interested in inclusive practices able to expand voices from specific vulnerable groups against discriminations and multiple oppressions among the aged when belonging to LGBTI Communities. The narrative literature review method was chosen, and international scientific search engines and databases were consulted to find literature in Portuguese, Spanish and English. A total of 25 educational interventions were selected for analysis. To discuss the data, we resorted to Barragán Medero’s (1996) theoretical models and postfeminist contributions. The results show a small number of internationally documented experiences on affective-sexual education with the elderly and adults, a prevalence of the integrative model, as well as a scant presence of the LGBTI community. We concluded that there was a need to continue with the implementation of inclusive and egalitarian affective-sexual adult experiences in ALE.

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LGBTI性取向和交叉研究：在成人学习和教育（ALE）实践中寻求超越性别的包容性

我们研究了有关将性别观点纳入成人情感性学习和教育（ALE）实践的证词。我们对包容性做法感兴趣，这种做法能够扩大特定弱势群体的声音，反对属于LGBTI社区的老年人中的歧视和多重压迫。选择叙述性文献综述方法，查阅国际科学搜索引擎和数据库，查找葡萄牙语、西班牙语和英语文献。共选择了25项教育干预措施进行分析。为了讨论这些数据，我们引用了Barragán Medero（1996）的理论模型和后女权主义的贡献。研究结果显示，在老年人和成年人的情感性教育方面，国际上有少量记录的经验，综合模式很普遍，LGBTI社区也很少存在。我们得出的结论是，有必要继续在ALE中实施包容和平等的情感性成人体验。

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来源期刊

European Journal for Research on the Education and Learning of Adults EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

1.80

自引率

12.50%

发文量

审稿时长

6 weeks

期刊介绍： The European journal for Research on the Education and Learning of Adults (RELA) is a refereed academic journal creating a forum for the publication of critical research on adult education and learning. It has a particular focus on issues at stake for adult education and learning in Europe, as these emerge in connection with wider international and transnational dynamics and trends. Such a forum is important at a time when local and regional explorations of issues are often difficult to foreground across language barriers. As academic and policy debate is increasingly carried out in the English language, this masks the richness of research knowledge, responses and trends from diverse traditions and foci. The journal thus attempts to be linguistically ''open access''. Whilst creating a forum for international and transnational debate, contributions are particularly welcome from authors in Europe and other locations where English is not the first language. RELA invites original, scholarly articles that discuss the education and learning of adults from different academic disciplines, perspectives and traditions. It encourages diversity in theoretical and methodological approach and submissions from non-English speakers. All published contributions in RELA are subjected to a rigorous peer review process based on two moments of selection: an initial editorial screening and a double-blind review by at least two anonymous referees. Clarity and conciseness of thought are crucial requirements for publication. RELA is published on behalf of the European Society for Research on the Education of Adults (ESREA).