Queer teachers, identity and performativity [electronic resource]

• 作者： Harris, Anne. ed.
• 其他作者：
  • Gray, Emily M., ed.
• 出版： Basingstoke : Palgrave Pivot :[distributor] Not Avail
• 版本：1st ed.
• 叢書名： Palgrave studies in gender and education
• 主題： Gay teachers. , Gender identity in education. , Homosexuality and education. , Education , Educational strategies & policy. , Gay & Lesbian studies. , Gender studies: transsexuals & hermaphroditism. , The self, ego, identity, personality.
• ISBN： 1137441925 (electronic bk.): £30.00 、 9781137441911 、 9781137441928 (electronic bk.): £30.00
• FIND@SFXID: CGU
• 資料類型: 電子書
• 內容註: Introduction: Marked Presence/Unremarkable Absence: Queer Teachers, 'Identity' and Performativity-- Emily M. Gray and Anne Harris 1. Trans Teacher Experiences and the Failure of Visibility-- Anne Harris and Tiffany Jones 2. Reframing Queer Teacher Subjects: Neither in nor out but Present-- Tania Ferfolja 3. Teachers and Civil Partnership: (Re)producing Legitimate Subjectivities in the Straight Spaces of Schools-- Aoife Neary 4. Out in Britain: the Politics of Sexuality Education and Lesbian and Gay Teachers in Schools-- Naomi Rudoe 5. Every Child Matters, Pink Shorts and Bullying: LGBTQ Teachers and the Location of Difference within Schools in England-- Emily Gray Conclusion: Extravagance and Equity: Queer Tensions in Education-- Cris Mayo. Electronic book text. Epublication based on: 9781137441911, 2014.
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• 摘要註: What do we mean when we talk about 'queer teachers'? The authors here grapple with what it means to be sexually or gender diverse and to work as a school teacher within four national contexts: Australia, Ireland, the UK and the USA. This new volume offers academics, educators and students a provocative exploration of this pivotal topic. This book goes beyond calling on queer teachers to come out of the closet and be role models. The chapter authors consider from different angles many of the ambiguities raised by such a premise: What exactly does it mean to be 'queer', or someone who lives outside the heteronormative? How do these lived experiences intersect with increasingly neoliberal 'cyborg' discourses of teaching as a profession, where teachers are expected to leave their humanity at the school gate? Might the closet be somewhat transparent, so that in and out are not so clearly defined? Does it really get better? And, if so, how might it get better sooner? Because there are teachers and children who are right now navigating the treacherous waters of heteronormativity. This book draws upon the voices of teachers to engage carefully and thoroughly with these issues. - Professor Renee DePalma, Universidade da Coruna, Spain Since my book was published in 1992, almost a quarter of a century ago, one would have thought that the plight of queer teachers may have improved over time. Not so. Although conditions of work have progressed to some extent, they have not done so universally. This collection is meant, in the words of the editors: to trouble the ways in which power, language and the discursive (re)production of gender and sexual identities both play out within educational spaces and impact upon the lives of same sex attracted and gender diverse teachers. The anthology is an excellent re-view, giving the reader fresh perspectives of issues that still plague queer teachers. Anthologies are often uneven, but in this case, each article is a gem, each introduces the reader to different international contexts, and each deals with different and compelling aspects of being queer. When the editors state they want their book to have at its heart a desire to do more than reiterate what the existing research tells them, they, indeed, succeed. Their book is novel in its scope, the writing is crisp, the t
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