Discourses Governing Lesbian, Gay, Bisexual, Transgender, Queer, Intersex, and Asexual Teachers' Disclosure of Sexual Orientation and Gender History

Autor/in	Bower-Phipps, Laura
Titel	Discourses Governing Lesbian, Gay, Bisexual, Transgender, Queer, Intersex, and Asexual Teachers' Disclosure of Sexual Orientation and Gender History
Quelle	In: Issues in Teacher Education, 26 (2017) 3, S.23-37 (15 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1536-3031
Schlagwörter	Homosexuality; Sexual Orientation; Sexual Identity; Civil Rights; Social Bias; Educational Environment; Social Theories; Social Attitudes; Semi Structured Interviews; Teacher Attitudes; Self Disclosure (Individuals); Qualitative Research; Elementary Secondary Education; Comparative Analysis; Decision Making; Safety; Attitude Measures; Privacy + Suchen Sie Ihr Suchwort? Homosexualität; Sexuelle Orientierung; Geschlechtsidentität; Sexuelle Identität; Bürgerrechte; Grundrechte; Zivilrecht; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Gesellschaftstheorie; Social attidude; Soziale Einstellung; Lehrerverhalten; Qualitative Forschung; Decision-making; Entscheidungsfindung; Sicherheit; Privatsphäre
Abstract	Significant progress has been made in equal rights for lesbian, gay, bisexual, transgender, queer, intersex, and asexual (LGBTQIA) individuals, yet schools remain institutions where sexual and gender diversity are marginalized and/or silenced. Queer theory, a non-linear theory that disrupts dominant beliefs about gender and sexuality and what constitutes "natural" or "normal" gender and sexual expressions is a productive tool for identifying normalizing discourses that shape LGBTQIA teachers' decisions around disclosure of sexual orientation and/or gender history. The study presented in this article employed a qualitative, interpretivist framework. Queer theory informed this methodology by maintaining a focus on how notions of normal and deviant are constructed within school settings, exploring participants' understanding of discourses within their schools and communities, and how these discourses serve to normalize certain behaviors and identities while pathologizing others. A total of 20 LGBTQIA educators volunteered, and all were included in the study. Each participant engaged in a semi-structured interview focused on their decisions around disclosure within schools and communities, factors that influenced their decisions around disclosure, desired levels of outness, and advice for LGBTQIA pre-service teachers. Participants related diverse choices regarding disclosure of sexual orientation and/or gender history, ranging from being completely out to students, their families, and other school personnel to actively hiding any markers of diverse sexual identities or gender histories. (ERIC).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01