Critical Considerations When Conducting Adult Education Research with Transgender and Gender Non-Binary People: Working towards Reparation of Epistemic Injustice

Ksenija Joksimović

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Chapter 2 Critical Considerations When Conducting Adult Education Research with Transgender and Gender Non-Binary People

Working towards Reparation of Epistemic Injustice

In: Adult Education and Difference

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Ksenija Joksimović

Ksenija Joksimović
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Type:: Chapter

Pages:: 11–32

DOI:: https://doi.org/10.1163/9789004692626_002

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Abstract

This chapter proposes a paradigm shift with regard to the ‘gender dimension’ of adult education research by discussing the critical considerations when conducting adult education research with transgender and gender non-binary (TGNB) individuals and communities. It presents an understanding of gender identity from the perspective of queer theory with an intersectional lens, highlighting the heterogeneous nature of the transgender community, which is often overlooked in research in human sciences. The chapter discusses the contribution of qualitative research methods to the reparation of epistemic injustice done to TGNB people in education theory, provision, and research. Drawing from the critical research paradigm and feminist theories (queer theory and intersectionality theory), the chapter proposes applying a social justice lens to different (qualitative) research designs, guiding critical decision-making at every stage of the research process. The chapter provides recommendations for trans-affirming qualitative inquiry.

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Adult Education and Difference

Series: International Issues in Adult Education, Volume: 36

E-Book ISBN:: 9789004692626

Publisher:: Brill

Print Publication Date:: 05 Feb 2024

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Chapter 2 Critical Considerations When Conducting Adult Education Research with Transgender and Gender Non-Binary People

Working towards Reparation of Epistemic Injustice

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Adult Education and Difference

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