Homo- and bisexual teachers’ ways of relating to the heteronorm

Lundin, Mattias

doi:10.1016/j.ijer.2015.11.005

Cited by 17 publications

(21 citation statements)

References 14 publications

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“…A synthesis of this literature highlights recurrent themes including marginalization, bullying, harassment, discrimination, and isolation. There is research from countries where homosexuality is illegal or disapproved of, including some African and Asian countries (Amoah and Gyasi, 2016;Po-Han, 2016), as well as in countries where homosexuality is legalized, such as Australia (Gray et al, 2016), the United States (Lineback et al, 2016) and throughout parts of Europe (Lundin, 2015).…”

Section: Research Gapsmentioning

confidence: 99%

Tales From the Chalkface: Using Narratives to Explore Agency, Resilience, and Identity of Gay Teachers

Stones

Glazzard

2020

Front. Sociol.

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Existing literature is dominated by accounts which position gay teachers as victims. We were concerned that this only presented a partial insight into the experiences of gay teachers. This study researched the personal and professional experiences of four gay teachers in England. It builds on existing research by presenting positive narratives rather than positioning gay teachers as victims. We use the term "chalkface" to illustrate that all were practicing teachers. The purpose of the study was to explore their experiences as gay teachers throughout their careers. The study used the life history method to create narratives of each participant. Semi-structured interviews were used. The study found that the repeal of Section 28 in England in 2003 did not have an immediate effect on the identities, resilience, and agency of the participants. The 2010 Equality Act in England and changes to the school inspection framework had a greater influence in supporting their agency, resilience, and willingness to merge personal and professional identities. All but one participant managed to use their identities as gay teachers to advance inclusion and social justice through the curriculum. Although the narratives that we have presented do illuminate some negative experiences, the accounts are largely positive, in contrast with existing literature which positions gay teachers as victims.

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Section: Research Gapsmentioning

confidence: 99%

Tales From the Chalkface: Using Narratives to Explore Agency, Resilience, and Identity of Gay Teachers

Stones

Glazzard

2020

Front. Sociol.

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“…Brueggemann and Moddelmog (2002) also found that the fear of being openly a gay or lesbian educator produces feelings of exclusion and isolation. In presenting what it is to be a gay or bisexual teacher, Lundlin (2016) found that it is not enough to rely on laws and policies. "An explicit support from colleagues is suggested to be crucial to facilitate this group's prerequisites to participate equally compared to norm-conforming colleagues" (p. 67).…”

Section: Review Of Literaturementioning

confidence: 99%

“…"An explicit support from colleagues is suggested to be crucial to facilitate this group's prerequisites to participate equally compared to norm-conforming colleagues" (p. 67). Collegial support is a key to homosexual and bisexual teachers feeling included in the school community (Lundlin, 2016).…”

Section: Review Of Literaturementioning

confidence: 99%

Lesbian and Gay Educators Functioning in Heteronormative Schools

Hooker

2018

International Journal of Educational Reform

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This qualitative study explores the ways in which lesbian and gay educators negotiate their sexual identities in their school settings. Ten gay and lesbian public and Catholic school educators from rural, suburban, and urban schools were interviewed. Each of these educators negotiated their sexual identities differently within their school communities; however, descriptors such as age, experience level, and school setting did not affect their identity negotiation. Most of these educators were unable to integrate their sexual identity with their teacher identity due to various types of fear: fear of being fired, fear of entering the teaching profession, fear of being outed and facing harassment and isolation, and fear of undermining authenticity.

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“…The question remains whether progress in the area of openness to being authentic about their sexuality will result in a shift in the homophobic climate of K-12 schools, or whether education will be one of the last professions to abolish these institutions of heterosexism (Russo, 2006). Lundlin (2016) found that it is not enough only to rely on laws and policies. ‘An explicit support from colleagues is suggested to be crucial to facilitate lesbian and gay educators’ prerequisites to participate equally compared to norm conforming colleagues’ (p. 67).…”

mentioning

confidence: 99%

“…‘An explicit support from colleagues is suggested to be crucial to facilitate lesbian and gay educators’ prerequisites to participate equally compared to norm conforming colleagues’ (p. 67). Collegial support is a key to homosexual and bisexual teachers feeling included in the school community (Lundlin, 2016). Schools must learn to celebrate diversity of all types including sexual orientation.…”

mentioning

confidence: 99%

Can gay and lesbian educators form authentic relationships in their school communities?

Hooker

2018

Education, Citizenship and Social

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The purpose of this study was to determine how gay and lesbian teachers who are out or closeted form and maintain relationships with members of their school community. A total of 11 gay and lesbian public and Catholic school educators from rural, suburban, and urban schools were interviewed. Each of these educators negotiated their sexual identities differently within their school communities, allowing them to form or not form relationships with colleagues, students, and parents. Descriptors such as age, experience level, and school setting, however, did not affect how open they were to establish authentic relationships with others in their schools. Most of these educators were unable to negotiate their sexual identity with their teacher identity due to fear of being authentic due to possible harassment and even being fired, keeping them from forming any meaningful relationships in their workplace settings. This study does, however, have strong implications toward developing policies that are inclusive for all lesbian and gay members of the school community.

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Homo- and bisexual teachers’ ways of relating to the heteronorm

Abstract: Homo-and bisexual teachers' ways of relating to the heteronorm.

Cited by 17 publications

References 14 publications

Tales From the Chalkface: Using Narratives to Explore Agency, Resilience, and Identity of Gay Teachers

Tales From the Chalkface: Using Narratives to Explore Agency, Resilience, and Identity of Gay Teachers

Lesbian and Gay Educators Functioning in Heteronormative Schools

Can gay and lesbian educators form authentic relationships in their school communities?

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