Context-Chronic illnesses such as kidney failure and diabetes and their treatments can affect people's identity, including their sexual identity. Little is known about patients' perspective on the effect of transplant on their sexual identity. Objective-To explore the sexual concerns of kidney and simultaneous pancreas/kidney transplant recipients. Design-Descriptive, qualitative. Setting-Major Midwestern university hospital. Patients-143 kidney and 70 pancreas/kidney transplant recipients; most were male (63.0%), married (64.7%), and white (83.7%), and the mean age was 49 years. Intervention-The qualitative data reported in this manuscript are derived from 2 larger quantitative studies of sexuality and quality of life in kidney and pancreas/kidney transplant recipients. The questionnaire in those studies included 2 open-ended questions that allowed participants to share their experiences as transplant recipients. Main Outcome Measure-Two faculty and 3 students did a conventional content analysis on patients' responses to the open-ended questions. Codes were extracted from the responses and then themes were created that best represented the codes. Results-Participants shared how sexual concerns affected their identity as sexual beings after transplant. Based on the responses to these open-ended questions, 4 themes were identified: sexual functioning, health care concerns, relationship with partner, and appearance changes. The study results indicate the need for improved education and provider-initiated dialogue related to sexuality after transplant.
In this article, four Latina educators of Color trouble the neutrality of belonging, exploring its politics. They collectively revisit and reflect on their memories and lived experiences as immigrant children of Color and as young children of immigrants and migrants of Color in the United States. They employed pláticas as method to prompt the sharing of memories, experiences, and stories imparting personal knowledge, familial practices, and cultural histories. Through pláticas, they developed a collective understanding of their fragmented memories as situated representations of how belonging engenders othering children of immigrants and migrants of Color. As they reflected on the harm they withstood, named dehumanizing schooling experiences, and reflected on the exclusion and bordering etched in their memories, they noted how belonging had sponsored their marginalization. After audio-recording and transcribing their pláticas, they identified transcript sections associated with heightened emotional displays, shared resonance, and cultural memory. Then, they creatively recombined sections of original transcripts to reveal things about the experiences of young immigrant children of Color and of children of immigrants and migrants of Color that early childhood educators ought to know. Findings unveil the harm enacted by schooling on young immigrant children of Color and young children from immigrant and migrant families of Color in the name of belonging. Implications, offered as poetic advice, urge early childhood education policy and practice to upend the harmful pseudo-neutrality of belonging.
Background Racism remains a deep-rooted and pervasive feature of U.S. society. Racist ideas, defined by Ibram X. Kendi as “any concept that regards one racial group as inferior or superior to another racial group in any way,” are major features of the current landscape of teacher education. Focus Rejecting the re-production of racial inequities as an unavoidable outcome of teacher education, in this article, a university-based teacher educator of color and an early childhood teacher/school-based teacher educator of color unveil the complex sociospatial dialectic of teacher education across settings. Positioning mapping as a possible pathway for coauthoring a counternarrative that rejects teacher education's first spaces characterized by the overvaluation of White ontologies, Eurocentric epistemologies, and ideologies that deem university-based knowledge to be superior to school- and community-based ways of knowing, they identified and mapped inequities across the physical, relational, and pedagogical spatialization of teacher education. They considered the following questions: (a) How do teacher education programs position intersectionally mi-noritized students of color, their families, and communities? (b) What are the spaces in which power has been—and continues to be—inscribed and reinforced by Whiteness as the norm in teacher education programs and practices? (c) How can teacher educators of color across settings interrupt teacher education's re-production of inequities in critically and spatially conscious ways? Research Design Through a three-year collaborative participatory research project, the authors engaged with critical race spatial analysis to read the landscape of teacher education, naming its sociospatial injustices—writ large and as situated within their immediate contexts and lives—in addressing the first two research questions. Then, they sought to interrupt these mapped realities by re-mediating teacher education, understanding that perhaps it is the tools and artifacts, and/or the learning environments, that must be reorganized in ways to foster deep, meaningful, and transformative learning, thereby addressing the third question. Practice Working to transform the inequitable status quo of teacher education, they worked to build a horizontal collaboration marked by intellectual interdependence and shared expertise across physical, relational, and pedagogical geographies, thereby moving to transform teacher education through the re-mediation of its traditional first space and the design of a third space. The kind of horizontal partnership they negotiated was in stark contrast to dominant and prevalent vertically organized teacher education partnerships, which position universities as having more importance, expertise, and legitimacy than schools—in disconnected ways. Conclusions This article unveils the ways in which current models of teacher education continue to pathologize intersectionally minoritized populations and re-produce inequities as design features. The collaboration the authors codesigned enabled pedagogical third spaces for transformation to occur and offers an example of what is possible in and through teacher education. In a situated way, it offers insights into how university-based teacher educators and schoolteachers/school-based teacher educators can collaboratively work toward equity and justice in and through teaching and teacher education.
scite is a Brooklyn-based organization that helps researchers better discover and understand research articles through Smart Citations–citations that display the context of the citation and describe whether the article provides supporting or contrasting evidence. scite is used by students and researchers from around the world and is funded in part by the National Science Foundation and the National Institute on Drug Abuse of the National Institutes of Health.
hi@scite.ai
10624 S. Eastern Ave., Ste. A-614
Henderson, NV 89052, USA
Copyright © 2024 scite LLC. All rights reserved.
Made with 💙 for researchers
Part of the Research Solutions Family.