Kim Andreassen

David G. Beswick's 1970 article ‘Attitudes to taking human life’ holds an interesting place within sociological research and its content, when reinterpreted through the intersecting lenses of queer theory, critical disability studies and design justice principles, can provide a contemporary understanding of human life. Situated within a historical context of pathologisation and exclusion, the original study is interrogated for its normative assumptions, methodological limitations and ethical omissions, particularly its treatment of disability and absence of queer perspectives. This piece proposes a reimagining of the initial survey design and delivery in a manner that centres lived experience, challenges ableist and heteronormative framings, and affirms the dignity of marginalised communities. In doing so, it advocates for inclusive, participatory and trauma-informed approaches to sociological inquiry that honour historical legacies and future possibilities – and the hope that researchers will use the redesigned survey to understand current Australian attitudes towards killing.

Background: The pathologisation of people with disability¹ has long affected the educational quality of the sexuality education they receive. Whilst concern for people with disability has been growing in some comprehensive sexuality education settings, the quality of education in these spaces is variable and typically accommodations for people with disability are not made. The lack of accessibility fosters few opportunities to learn about and practise skills related to establishing and maintaining social relationships, including platonic, romantic and sexual relationships, thereby limiting informed decision-making. Moreover, the lack of good quality sexuality education significantly increases the risk of sexual abuse, assault, and family and domestic violence – impacting people with disability’s self-determination, autonomy and ultimately, ability to work, live independently, and maintain their mental and physical health. Objective: Few reviews of comprehensive sexuality education programmes for people with disability have been reported. Therefore, four current comprehensive sexuality education programmes for people with disability were reviewed, including their content and the topics included; the feasibility of implementation including costs; different accessibility considerations for varied learners and disabilities; and methods of delivery. This allowed an assessment of their strengths and opportunities for people with disability. Results: The review highlighted strong positive changes occurring within the field, as well as challenges due to funding limitations, and the extensive number of topics under comprehensive sexuality education that need to be addressed in teaching and delivering quality comprehensive sexuality education to people with disability. Conclusion: Informed by the evidence in this review, we advocate for the inclusion of a more comprehensive range of topics, including gender and sexuality diversity within accessible comprehensive sexuality education for people with disability, and the establishment of appropriate forms of teacher education and training to increase confidence and comfort when delivering comprehensive sexuality education to people with disability.

Drag queen storytime (DQS), also known as drag (queen) story-hour, has been implemented in selected libraries and schools across North America, Oceania, and the United Kingdom, to open safe spaces for drag queens to read children’s books that may involve LGBTQA+ characters or subject matters. Unfortunately, despite its popularity with many children and families, DQS has faced intense public protests regarding the perceived LGBTQA+ themed texts, and violent threats against the performers and organisers. Underpinned by queer, transgender, and feminist theory as well as intersectionality, this creative essay probes the current affairs of DQS as it relates to LGBTQA+ human rights. As a platform to highlight LGBTQA+ digital, visual, and print texts, this essay channels the authors’ ‘inner drags’ and draws on queer narrative inquiry to critically reflect and face our own fear and vulnerability in professional and queer undertaking. Using a recent DQS incident as a case in point, we demonstrate how unleashing our inner queerness through drag can empower us as queer academics and allies to counter ‘dragphobia’ and celebrate gender and sexuality diversity. This creative work aspires to provide provocations for further exploration of queer inclusivity acrosssocial, cultural, and political intersections, with the intent to promote LGBTQA+ inclusive practices.