'I don’t think my sexuality would come into teaching at all': Exploring the borderland discourse of Australian LGBTQ+ pre-service teachers

Russell, Kate ORCID: https://orcid.org/0000-0003-4260-8631 (2021) 'I don’t think my sexuality would come into teaching at all': Exploring the borderland discourse of Australian LGBTQ+ pre-service teachers. Gender and Education, 33 (5). pp. 562-577. ISSN 0954-0253

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Abstract

Experiences of non-heterosexual teachers are relatively understood, but little work focuses explicitly on LGBTQ+, pre-service teachers and none in the Australian context. Alsup’s ([2006]. Teacher identity discourses: Negotiating personal and professional spaces. New York: Routledge.) borderland discourse is used to explore the role of gender and/or sexual identity in developing teacher identities of 12 Australian LGBTQ+ pre-service teachers. Findings show identity management and negotiation practices relating to decisions to hide or disclose identities in school contexts. Creating opportunities for borderland discourses, where tensions between the personal and professional can be deliberately brought to the fore, is presented as key to support the development of all new teachers.

Item Type:	Article
Uncontrolled Keywords:	lgbtq+,pre-service teachers,teacher training,australia,borderland discourse,education,gender studies ,/dk/atira/pure/subjectarea/asjc/3300/3304
Faculty \ School:	Faculty of Social Sciences > School of Education and Lifelong Learning
UEA Research Groups:	Faculty of Social Sciences > Research Groups > Sport, Health And Education
Related URLs:	http://www.scopus.com/inward/record.url?...
Depositing User:	LivePure Connector
Date Deposited:	07 Aug 2020 23:51
Last Modified:	22 Oct 2022 06:33
URI:	https://ueaeprints.uea.ac.uk/id/eprint/76363
DOI:	10.1080/09540253.2020.1798360

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