Our Projects

An auto/ethnographic study is proposed in which researchers’ narratives of their experience of working within higher education institutions in terms of how their self-identifications might impact on their teaching, research or other work are examined. Common themes in the narratives would be identified and analysed. The aim of this study is to expand the scope of the original project in terms of broadening the base as more academics will be invited to participate from a variety of tertiary education contexts. It is also hoped that an auto/ethnographic focus would enable a deeper investigation of academics’ narratives to ascertain whether there are any connections between individuals’ identity factors and their pedagogies.

This project is essentially an extension of the study reported in the book chapter outlined below.  

Abstract from Chapter 13: Identity and Intersectional Responsive Pedagogy in Higher Education: Insights from Two Locations in Regional and Urban Australia available in the download.

In: Inclusion. Equity, Diversity and Social Justice in Education: A Critical Exploration of the Sustainable Development Goals (in press)

There is a group of members (Branka, Nathan, Jay and myself) who are currently leading a proposal for a special edition to be submitted early 2022 for publication 2023.

Why? Gray et al. (2016) has raised concerns that intersectionality has not adequately accommodated to the depth of differential engagements or processes because it has often ignored the logics of space, seeing the ‘urban’ as the predominant spatial domain where such interlocking exclusions occur. This focusing on the ‘urban’ where intersectionality happens is not surprising as it is the ‘urban’ that is constructed as the spatial norm through which difference and the superdiversity of identities is engaged, resulting in regular experiences of exclusion invoked by the intersections of ‘race’, class, gender, and sexuality (see for instance, Short, 2014).  

This special issue aims to contribute to discourses around intersectionality – and to challenge its urban-centric application – by highlighting how processes such as race, gender, and class among others, and their various intersections operate within the context of the rural.

Want to know more: Come to the next SEIIRG meeting on 25 October 2021 or contact one of the project leads (contact details on Researchers page)

Cate Thomas

Branka Krivokapic-Skoko

Nathan Kerrigan

Please find a request for help sharing this study about gender identity assessments with trans and gender non-conforming individuals. Sören Henrich is a research associate and lecturer at the School of Psychology at the University of Central Lancashire, United Kingdom. As part of my multi-study project, I aim to improve the initial assessments that trans and gender non-conforming individuals are often obliged to undergo in Western legislations (e.g., when gaining legal recognition for their gender or to access certain treatments). Current research in this area is extremely limited and often does not reflect trans and gender non-conforming individual’s experiences. Therefore, it is of utmost importance that trans and gender non-conforming individuals can share their voice about this subject.

Individuals can participate, if they meet all of the following criteria: (a) they are trans or gender non-conforming, (b) they have to be of legal age in their respective country, (c) they have to have undergone any form of gender identity assessment (but not in the past 5 years), and (d) they should not be in treatment that is linked to past gender identity assessment at the time of the survey participation.

Please do not hesitate to contact Sören, if there are any questions or concerns about this study, so he can promptly respond to your query.

Sören Henrich, M.Sc. Forensic Psychology (he/him) Associate Lecturer in Forensic Psychology | Research Associate at Ashworth Research Centre ARC for Transgender Assessment I Merseycare NHS Fundation Trust Transgender Best Practice Task & Finish Group I Support Worker for the Online Psychological Support Hub, UCLan I Member of the International Forum on Gender and Sexual Diversity Research in Criminal Justice University of Central Lancashire, School of Psychology, Preston, Lancashire, PR1 2HE
E: shenrich1@uclan.ac.ukshenrich1@uclan.ac.uk

The questionnaire is absolutely anonymous and at no point are potential participants required to enter any personal or identifiable information. In total, the online survey will approximately take 10 to 20 minutes. It can be accessed via the following link: