LGB Teachers and the (Com)Promised Conditions of Legislative Change

Autor/in	Neary, Aoife
Titel	LGB Teachers and the (Com)Promised Conditions of Legislative Change
Quelle	In: Teaching Education, 31 (2020) 1, S.17-31 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Neary, Aoife)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1047-6210
DOI	10.1080/10476210.2019.1708313
Schlagwörter	LGBTQ People; Teacher Characteristics; Social Attitudes; Social Bias; At Risk Persons; Legislation; Equal Opportunities (Jobs); Marriage; Foreign Countries; Professional Identity; Ireland + Suchen Sie Ihr Suchwort? Social attidude; Soziale Einstellung; Risikogruppe; Gesetzgebungslehre; Equal opportunity; Equal opportunities; Job; Jobs; Chancengleichheit; Beruf; Ehe; Ausland; Irland
Abstract	The personal/professional boundary poses particular difficulties for LGB teachers because of the pervasive presumption of heterosexuality. Furthermore, the teaching profession's concern with the care of children combines with reductive ideas about sexuality and gender identity to pose specific vulnerabilities for LGB teachers. In many contexts worldwide, legislative structures such as Civil Partnership and Marriage Equality are being introduced and this is changing the terms of recognition for LGB teachers. At the same time, deficiencies and ambiguities persist in employment legislation, often through religious exemptions that pose specific threats to LGB teachers. For many LGB teachers who enter into a legal structure such as marriage, these legislative gaps suddenly become more threatening. This paper makes a new and timely contribution by capturing how, across a seven-year time period in Ireland, LGB teachers have experienced three legislative moments -- 'Civil Partnership', 'Marriage Equality' and the amendment of religious exemption 37.1 of the Employment Equality Act. Building from an analysis of three qualitative studies (2012, 2015 and 2018), this paper attends to some of the compromised conditions of legislative change and argues for closer attention to the micro-political texture of gender and sexuality in education contexts. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01