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The notion of sexual health has become a buzzword across various spheres, including the scientific, political, and social arenas. In a similar manner, discussions about the subject of disability and sexuality are commonly articulated through the lens of sexual health and “healthy sexualities.” Greater focus has been placed on issues of protection, abuse, sexually transmitted diseases, and unplanned pregnancy. Opportunities to talk about sex, desire, and pleasure is missing in this discourse. Drawing on my experience conducting studies about disability and sexuality, I interrogate the (over)reliance and unproblematized use in terms of the language of sexual health and healthy sexuality when it comes to people labeled/with intellectual disabilities.

The transgender or Hijra community as they are called in India is one of the most marginalised communities within the country. The caste system which forms the fabric of an Indian mind set divides people into social hierarchies and a child born to a particular caste assumes this as their identity. This social stratification leads to exploitation of lower castes by those belonging to higher castes. The prejudices of various kinds that continue to exist make the life of the underprivileged and the marginalised extremely difficult. Disha, the focus of this chapter, represents one such community which has faced tremendous discrimination and has been denied basic fundamental rights of education and empowerment. Breaking the heterosexual patriarchy was not easy for her, yet she conquered her own demons and societal pressures and is today comfortable in her own sexual identity and is a spokesperson for fellow members of the transgender community. Through her story, this chapter elucidates an understanding of the challenges faced by transgender people in India. A semi-structured interview with Disha was conducted after taking her consent. She felt this would help sensitise the society and also inspire other transgender persons to discuss their experiences. The data collected from the interview enabled the author to identify the themes around which a discourse on this marginalised community could be encouraged. In conclusion, the author suggests a way forward to achieve protection and rehabilitation of transgender community.

Research excellency has long been the dominant paradigm in assessing academic quality and hence a prime determinant of academic careers. Lately, this approach to academic performance has come under higher scrutiny for its narrow focus on the individual, promoted an exclusive, performance-oriented talent management and inhibiting collaboration, transparency and societal involvement.

As a response to the limitations of the excellency policy, this chapter examines the emergence of open science as a transformative force in the academic world. Open science represents a paradigm shift, emphasizing the importance of transparency, and increased societal engagement in the academic process. It opens up the possibility to include the context dimension, multiple stakeholders and a more diverse set of development and performance indicators.

This chapter stresses the urgent need to realign our system of recognition and rewards with the premise of open science and with talent management. By highlighting the disconnect between current recognition mechanisms and the values of universities, this chapter emphasizes the necessity of transformative changes at institutional and systemic levels.

To provide concrete insights into the implementation of these changes, this chapter explores a case study of Utrecht University. This specific example showcases how strategic decisions at an institute level allow navigation of the complexities of recognizing and rewarding open science practices. The Utrecht University case study serves as an inspiration for other institutions seeking to embrace open science and adapt their policies and practices accordingly.