Conference Agenda

Introduction

Policies and laws regarding child adoption in some countries have created barriers for gay and lesbian couples in the adoption process (Shelley-Sireci & Ciano-Boyce, 2002). Taiwan was the first country in Asia to legalize same-sex marriage in 2019; yet, the Legislative Yuan has not legalized the adoption of children by same-sex couples. One of the main reasons for the child adoption barrier in Taiwan is that most older adults insist that children adopted by same-sex families oppose the traditional Chinese culture.

According to Herek (2002), older adults express less favorable generic attitudes toward sexual minorities than younger participants. Moreover, being a man, older, and highly religious predicted higher levels of sexual prejudice regarding same-sex parenting (Costa & Salinas-Quiroz, 2018). In addition, people with traditional gender beliefs tend to have more negative attitudes toward same-sex couples (including lesbian, gay, and bisexual persons) and same-sex parenting than people who hold beliefs in equal roles across gender (Jewkes et al., 2015; Webb et al., 2017). Negative beliefs about children raised by same-sex families are commonly characterized by unfounded fears related to children’s development, such as social rejection, homophobic bullying, and confusion about sexual orientation or gender identity (Gato & Fontaine, 2013). Moreover, negative attitudes toward gays and lesbians are one of the significant influences on public disapproval of parenting in same-sex families.

These previous studies on prejudice against gay and lesbian individuals among heterosexual adults or older adults were from the U. S. or other western countries. Comparatively, few empirical studies have been devoted to attitudes toward same-sex parenting within the context of the society in Asian countries. Since Taiwan became the first country in Asia to legalize same-sex marriage in 2019, it is very important to understand the attitude toward same-sex parenting among older Taiwanese adults, the generation most resistant to change (Lee & Lin, 2020). What is the nature of Taiwanese heterosexual older adults’ attitudes toward same-sex parenting? Is there any significant relationship between Taiwanese heterosexual older adults’ background variables and their attitudes toward same-sex parenting? Without answering these questions, the prejudice against same-sex parenting cannot be solved and the goals of social justice for same-sex families cannot be achieved. Therefore, this study seeks to contribute to the limited literature on the effect of gender, age, educational background, gender role beliefs, and attitudes toward gay men and lesbians on attitudes toward same-sex families of Taiwanese heterosexual older adults.

In South Asia, the intersection of culture, class, gender, and access to education
addresses the unique interpretations of disability which is related to the social
environment. The metanarratives encased in the study elicit global concerns of social
exclusion, stigmatisation, marginalisation as well as exploitation of the weak and the
vulnerable. The red-light district of Kalighat is located in a neighbourhood of south
Kolkata and comprises of migrant women, not only from the nearby villages but also
from Bangladesh and Nepal. Most of the women and children are sold into prostitution
by their families and friends, whilst others come into the city to seek work and are forced into the flesh trade. The city of Kolkata has emerged as a hub for the trafficking of girls. The study explores the pivotal role of inclusion that is transforming the lives of
children living in the red -light district of Kalighat in the city of Kolkata, India. The
‘safe space’ provided by the stakeholders enables the children of Kalighat to complete
their education. This ensures that the children are not harvested back into the human
trafficking industry. The qualitative enquiry sheds light on the lived-in realities of the
informants. The findings from the study reinforces that ‘inclusion’ is imperative
towards realising dreams, aspirations and building bridges within societies to attain
equality for every person everywhere. Education is a great leveler only if societal
conditions are conducive for children to reach their potential. Hence, inclusion is
symbiotic to social justice and imperative for accessibility to education. The success
stories reinforce that there must be sustainable human resources to create opportunities for women and children who live in the shadows and are often overlooked. It signals that intervention needs to be contextualised in order to meet, address and overcome the challenges that hinders the realisation of human rights.

The fulfilment of the Human Rights of women is still lagging in Europe. Discrimination on the grounds of gender and sex remains widespread and has been further exacerbated by the economic crisis and ensuing austerity measures adopted in some European States, which have impacted on women disproportionately (COE, 2023). Recognising that intersectionality refers to a situation in which several grounds of discrimination (based on i.e. gender, colour, socio-economic status, age, migrant background, or disability) operate and interact with each other in a way that is inseparable and produces specific types of oppression, many women face intersecting inequalities in the European countries and intersectional policies cannot be implemented without centring racialised people (UE, 2023). European guidelines underline the need to recognise how racialised women are at a heightened risk of violence and how intersecting forms of discrimination exacerbate the consequences of gender-based inequalities, including due to the persisting biases and stereotypes.
Within the current international debate that calls for action to reduce inequalities (ONU, 2015) and to promote spaces for dialogue in our complex societies (Besley&Peters, 2012), our research project “Female voices, plural perspectives” (Authors, 2023) intends to open a perspective which is less explored in the intercultural educational discourse. It aims to engage women with a migrant background that are active constructors of relationships and positive actions in family and social-educational contexts and create safe meeting spaces, where they can take the floor and overturn the stereotypes and prejudices that accompany the representations and the educational interventions often aimed at them.
Following this direction, our project wants to promote the visibility of these women from diasporas in our multicultural societies, by highlighting their contribution in innovation-making professional roles and in countering discrimination and harassment and by analysing bias, stereotypical representations and missing representations in educational and social services.
By crossing their stories, we recognise the crucial role of racialised women in the changing process of Italian educational contexts and promoting equality, gender equality, respect, awareness-raising, non-discrimination, intercultural sensitivity and inclusiveness in social systems.
In the frame of critical, feminist, and decolonial pedagogy studies (Ngũgi, 1986; hook, 1990; Adichie, 2006), we would like to create a space where to encourage storytelling, recognize the educational value of these women's experience, and foster the processes of speaking out. Listening to and entering into dialogue with these women's voices can allow us to educate ourselves to a plural gaze and to cultivate narratives for a more inclusive and equal society.