‘Spectacularly exposed and vulnerable’ – how Irish equality legislation subverted the personal and professional security of lesbian, gay and bisexual teachers

Abstract

International studies have consistently highlighted the challenges experienced by Lesbian, Gay and Bisexual (LGB) teachers from around the world as they negotiate their personal and professional identities within the context of an oftenhostile work environment, In Ireland, the education system remains heavily influenced by denominational mores, particularly those of the Roman Catholic Church. Unsurprisingly, with the declaration by the Roman Catholic Church that homosexuality was 'intrinsically disordered' (Catechism of the Roman Catholic Church, 2003), LGB teachers' professional identity is often (in)formed by fear as well as perceived, or actual, harassment, bullying and overt discrimination. This study represents the first in-depth examination of the apparent contradiction between EU law (Employment Equality Directive -2000/78/EC) and the derogation afforded organizations with denominational ethos in Irish equality legislation which explicitly permitted discrimination in order to protect that ethos from being 'undermined' (Section 37(1), Employment Equality Acts, 1998-2011). Drawing on semi-structured, in-depth interviews with twenty-three, LGB Irish primary school teachers, the research reveals the tensions which exist between the competing (and legitimate) rights of faith organizations to protect their values against those of LGB workers 'to working conditions which respect his or her health, safety and dignity' (Article 31, EU Charter of Fundamental Rights).. Keywords

How do Lesbian, Gay and Bisexual Teachers Experience UK Rural School Communities?

“…Lineback et al (2016) found that the teachers in their study tried to remain as invisible as possible so as to not draw attention to themselves, acknowledging that this strategy was not conducive to job promotion. Fahie (2016) too found that participants in his study avoided opportunities for promotion, as to do so would 'increase their professional profile and raise their level of visibility within the local community' (p. 402).…”

“…It forces LGBT teachers to actively manage their identity on a day-to-day basis, something Ferfolja (2010) claims is symptomatic of the oppression of the heteronormative and cisnormative school environment. Although the research shows that some LGBT teachers do successfully come out at school (see for example , Jennings 2005;Fahie 2016), the literature demonstrates overwhelmingly that LGBT teachers still take great care how, and to whom, they reveal their sexuality at work (Ferfolja 2009;Rudoe 2010;Gray 2013;Thompson-Lee 2017).…”

“…Some of the literature argues that the way in which LGBT teachers are driven to manage their personal and professional identities empowers them by placing them within discourses of resistance (Rasmussen 2004;Ferfolja 2009;Fahie 2016). As individuals with agency, LGBT teachers may challenge and resist heterosexist presumptions and subvert non-heterosexual identities in schools.…”

“…One of the most important ways LGBT teachers can exercise agency and power is in the choices they make about where to teach. Fahie (2016) found that the extent to which LGBT teachers internalised the threat and effects of homophobia impacted directly on their career decisions, including where to work. There is a paucity of research relating to UK LGBT teachers in rural contexts.…”

“…The complex and interwoven nature of rural relationships can make a partial coming out less likely to succeed. Fahie (2016) found that many LGBT teachers avoid posts in rural schools because being the local schoolteacher brings with it a level of surveillance which is intolerable. Watkins and Jacoby (2007) asked whether the rural idyll is bad for one's health.…”