Passing through Professionalism: South African Black Male Teachers and Same-Sex Desire

Autor/in	Msibi, Thabo
Titel	Passing through Professionalism: South African Black Male Teachers and Same-Sex Desire
Quelle	In: Sex Education: Sexuality, Society and Learning, 19 (2019) 4, S.389-405 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Msibi, Thabo)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1468-1811
DOI	10.1080/14681811.2019.1612346
Schlagwörter	Blacks; Males; Homosexuality; Self Concept; Sexual Identity; Racial Segregation; Teacher Attitudes; Teacher Characteristics; Work Experience; Professionalism; Power Structure; Teacher Administrator Relationship; Intervention; Inclusion; Educational Environment; Foreign Countries; South Africa + Suchen Sie Ihr Suchwort? Black person; Schwarzer; Male; Männliches Geschlecht; Homosexualität; Selbstkonzept; Geschlechtsidentität; Sexuelle Identität; Rassentrennung; Lehrerverhalten; Employment experience; Job experience; Occupational experience; Berufserfahrung; Professionalität; Inklusion; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Ausland; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	Framed using queer theory and intersectionality theory, this paper unpacks the various ways in which Black South African male teachers who engage in same-sex relations negotiate and manage their identities in a context deeply riddled by the history of apartheid. Eight male teachers were interviewed using a life history methodology. Consistent with many international studies on the work experiences same-sex identifying teachers, the paper argues that the interviewed male teachers draw on a passing act in order to manage their identities in school contexts characterised by a culture of heteronormativity. This adopted passing act mainly draws upon the enactment of hyperprofessionalism, a localised form which safeguards same-sex 'desiring' teachers against possible homophobia. While this form of passing grants teachers significant respect and power, leading at times to the disruption of homophobia, not all teachers enjoy this power. Some teachers are forced out of their schools by threatened managers. The paper calls for more interventionist work at both basic education and higher education levels in South Africa in order to make schools more inclusive and welcoming for all students and teachers. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01