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This article stems from three years of fieldwork (2015-2017) in the context of a five-year-long, European-Research-Council-funded research project called INTIMATE-Citizenship, Care and Choice: The Micropolitics of Intimacy in Southern Europe, a comparative qualitative study that involves three countries (Italy, Portugal, and Spain) and studies intimate citizenship and the micropolitics of daily life of LGBTQ people. The article focuses specifically on the Italian case and shows how non-heterosexual women deal with the scarce legislative protection Italy grants. Our aim is to reflect upon the reciprocal influence of different axes from public and private spaces and on how they impact the micropolitics and the daily choices of our lesbian, bisexual, and pansexual participants. More specifically, considering the lack of legal and social recognition of lesbian experiences in Italy, we will focus on the different strategies of reaction, assimilation, and resistance employed by participants in their private and public life. The three-year-long fieldwork covered the period between the proposal of the bill on same-sex civil unions and the first year after Act 76/2016 came into force. This allows us to sketch a brief diachronic analysis of its functioning, in particular from the perspective of the very subjects it impacts.

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The absence of scholarship on South Asian discrimination in Western queer discourse contributes to a narrative that South Asians are not subjected to racially charged forms of discrimination in the LGBTQ community, which is fundamentally untrue. This article presents narrative-based accounts of nine queer South Asian women in Toronto, Canada, to examine the ways in which they experience racial discrimination in the LGBTQ community, and the impact that this mistreatment has on identity formation and connectivity to queer spheres. It finds that queer South Asian women experience racial discrimination in the form of racially charged microaggressions, which are evidenced through expectations of assimilation to Western-normative performances of queer identity and erasure of South Asian culture in the LGBTQ community. Further, it reveals that Toronto's LGBTQ community perpetuates a culture of White privilege that discredits the intersectional identity of queer South Asian women, and consequently invisibilizes, alienates, and revokes agency from these women who do not fit the majority's conceptualizations about what a queer woman looks like.

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While it is estimated that 15% of couples worldwide are infertile, this figure hinges critically on the quality, inclusiveness and availability of infertility data sources. Current infertility data and statistics fail to account for the infertility experiences of some social groups. We identify these people as the invisible infertile, and refer to their omission from infertility data and statistics-whether intentional or unintentional-as the process of invisibilization. We identify two processes through which invisibilization in survey data is produced: sampling, with focus on exclusionary definitions of the population at-risk, and survey instrument design, with focus on skip patterns and question wording. Illustrative examples of these processes are drawn from the Integrated Fertility Survey Series and the Demographic and Health Surveys. Empirical research is not designed in an objective vacuum. Rather, survey instruments and sampling techniques are shaped and influenced by the sociocultural norms and geopolitical context of the time and place in which they are created and conducted, reflecting broader social beliefs about family building and reproduction. Furthermore, population policy singularly aimed at curbing overpopulation in high fertility parts of the world limits the type of reproduction data collected, effectively rendering the infertility of some groups epidemiologically unfathomable. In light of these sociocultural and geopolitical forces, many marginalized groups are missing from reproductive health (RH) statistics. The omission of entire groups from the scientific discourse casts doubt on the quality of research questions, validity of the analytic tools, and accuracy of scientific findings. Invisibility may also misguide evidence-based RH and family planning policies and deter equitable access to reproductive healthcare for some social groups, perpetuating social inequalities.

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El trabajo explora perspectivas y posicionamientos de agentes educativos ante violencias en escuelas, problemas que enfrentan e intervenciones que realizan. Su objetivo es analizar verbalizaciones de los agentes educativos en contexto de investigación, describiendo significados que construyen sobre problemas y situaciones de violencia en las escuelas. Los conceptos de violencia simbólica, efecto-institución, mediaciones invisibles y olvido social, en enfoques socioeducativos e histórico-culturales, constituyen el marco teórico. Se articulan resultados de: indagación durante 2015 para Tesis de Maestría e indagación-intervención de estudiantes y tutores a través de una Práctica de Investigación de la Licenciatura en Psicología durante 2016, ambos en una escuela secundaria del conurbano bonaerense. Se trata de un estudio cualitativo, descriptivo, de metodología etnográfica. Se realizaron entrevistas en profundidad a directivos y entrevistas semi-estructuradas a docentes, orientadores escolares, observaciones de clases, recreos, comedor y talleres. Emergen violencias De la escuela, hipótesis sobre procesos operantes en su invisibilización y propuestas de cambio.

The work explores outlooks and positionings of educational agents about violences at schools, the problems they face and the interventions they develop. Its aim is to analyze verbalizations of educational agents in the research context, describing the meanings that they build about problems and situations of violences at schools. The concepts of symbolic violence, institution-effect, invisible mediations and social oblivion into socio-educational and historical-cultural approaches constitute the theoretical frame. Outcomes of the research along the Master Thesis work, during 2015, were articulated with outcomes of action-research work of students and tutors through a Research Apprenticeship into Undergraduate Course of Psychology during 2016, in a secondary school in Buenos Aires Province. It´s a qualitative descriptive study, of ethnographic methodology. In-depth interviews with masters and half-structured interviews with teachers and school advisors were developed, classroom work and playtime space observations, and workshops were displayed. Violences OF school and hypothesis on processes operating in its in-visibilization, emerge, besides change proposals.

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