The introduction of legislative structures for same-sex relationships provides a new lens for grappling with the politics of sexuality in schools and society. The emergence of civil partnership and same-sex marriage in Ireland brings to the fore international debates around public intimacy, religion in the public sphere, secularism and the politics of sexuality equality. Building on queer, feminist and affect theory in innovative ways, this book offers insight into the everyday negotiations of LGBT-Q teachers as they operate between and across the intersecting fields of education, religion and LGBT-Q politics. Neary illustrates the complexity of negotiating personal and professional identities for LGBT-Q teachers.
"Neary’s engaging book takes up teachers’ everyday affects as they become legitimate sexual citizens in the complex terrain of Irish schools. The book draws on attachment, fantasy, and gratefulness to conceptualize the ambivalent promises of ‘appropriateness’ in social and institutional relationships. It’s a timely intervention into debates about normalization and queer liberalism." - Susan Talburt, Georgia State University.
Introduction 1. Schools and LGBT-Q Identification 2. LGBT-Q Rights: From Criminalisation to Marriage 3. Tools for (Re)Thinking and (Re)Imagining Legitimacy Across Schooling, Sexuality and Religiosity 4. LGBT-Q Politics and Ambivalent Promises of Normalisation 6. Cultural Legitimacy and its Ambivalent Affective Attachments 7. Professional Legitimacy and Ambivalent Constructions of Appropriateness 8. Conclusion
Routledge Critical Studies in Gender and Sexuality in Education showcases scholarly work over a wide range of educational topics, contexts and locations within gender and sexuality in education. The series welcomes theoretically informed scholarship including critical, feminist, queer, trans, postcolonial, and intersectional perspectives, and encourages creative and innovative methodological approaches. Proposals dealing with critical policy analysis, as it relates to gender and sexuality studies in education, are also invited. The series is committed to publishing scholarly monographs, both sole and co-authored, and edited collections.