This book draws upon contemporary Irish and international research which explores the critical interplay between education studies and sexualities.
Scholars from Ireland, Canada, Spain, the U.K. and Sweden employ the conceptual lens of Queer Theory to interrogate and destabilise long-standing regimes of truth/knowledge, and in so doing, highlight the suitability and applicability of this theoretical perspective within educational discourses. By reframing and repositioning gender identity/expression as a performative expression on a fluid continuum, this book provokes readers to (re)view how they see education, pedagogy and schooling. The book interrogates what happens to teaching, and teachers, when queerness permeates their practice, thus exposing the ways in which heteronormativity informs and shapes our places/sites of education.
This book was originally published as a special issue of the Irish Educational Studies journal.
Declan Fahie, Aideen Quilty and Renée DePalma Ungaro
Foreword – Foreword: queer teaching – teaching queer
Renée DePalma Ungaro
1. Faith of our fathers – lesbian, gay and bisexual teachers’ attitudes towards the teaching of religion in Irish denominational primary schools
2. From invisibility to visibility: a policy archaeology of the introduction of antitransphobic and anti-homophobic bullying guidelines into the Irish primary education system
3. Two good gay teachers: pioneering advocate-practitioners confronting homophobia in schooling in British Columbia, Canada
André P. Grace
4. Lesbian, gay and bisexual teachers’ ambivalent relations with parents and students while entering into a civil partnership
5. Queer youth and mental health: What do educators need to know?
6. Homonationalism in teacher education – productions of schools as heteronormative national places
7. Queer provocations! Exploring queerly informed disruptive pedagogies within feminist community-higher-education landscapes
Afterword – Teaching queer/queer teaching: an afterword