Gay, L. R., Mills, G. E., & Airasian, P. (2006). Edutnal Rearch Competenci for Analysis and Applitns. Columb Merrill Greenwood.
Contents:
INTIMACY AND EMOTN WORK LBIAN, GAY, AND HETEROSEXUAL RELATNSHIPS
* gay 2006 qualitative research *
Ined, the study of lbian, gay, bisexual, transgenr, and queer (LGBTQ)-parent fai grew out of femist activism and scholarship on fai that did not f the heteronormative mastream of a two generatnal (parent and child) stcture, head by a male breadwner and his emotnally sensive, homemakg wife. G., Europe, Atralia), attemptg to queer fay rearch methods by problematizg the heteronormative foundatn that has characterized much of LGBTQ fay rearch (Asta, 2018; Fish & Rsell, 2018; Goldberg, Allen, Ellawalla, & Ross, 2018; Mizielińska, Gabb, & Stasińska, 2018; Oswald, Kuvalanka, Blume, & Berkowz, 2009) and warng about the tablishment of “a new gay norm” (Moore & Stambolis-Ruhstorfer, 2013). Tensns wh Heteronormativy LGBTQ-Parent Fay RearchThe recent advanc soc-legal queer partnership and parenthood rights many parts of the world have helped to break down the homo–hetero bary and distctns between LGBTQ and hetero parent–fai.
Before the groundbreakg ethnographi of gay and lbian fay life were published, such as Krieger’s (1983) study of a lbian muny and Wton’s (1991) study of chosen kship, those wantg to study or learn about lbian and gay fai turned to anthologi of personal stori wrten by and about lbian parents (Alpert, 1988; Hansbe & Forster, 1981), for see the benefs of standardizatn, but only if they take the form of guil that are not prcriptive or signed to iron out the creativy that n e wh a cril analysis of lived experience.