Coming out, rolling over, and playing model: possibilities beyond the trope of queer students “at-risk”

Russell, Vanessa

doi:10.1080/10476210.2012.754870

Cited by 4 publications

(2 citation statements)

References 42 publications

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“…Furthermore, increasing concern for the well-being of LGBTQ+ youth in schools (Quinn & Meiners, 2013;Talburt, 2004) has left LGBTQ+ teachers in what Gilbert and Gray (2020) called a "contradictory position" (p. 2). This means that LGBTQ+ teachers are, as Connell (2015) and Russell (2014) noticed, hailed by competing discourses. On one hand, the discourse of gay pride calls on them to be visible and open about their identities to serve as "role models" for LGBTQ+ youth.…”

Section: Gender and Sexuality In The Professionmentioning

confidence: 99%

Nonbinary Beginning Teachers: Gender, Power, and Professionalism in Teacher Education

Iskander¹

2021

Teachers College Record

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Background/Context: In recent years, Canadian and U.S. schools have increased efforts to recognize gender diversity and reduce gender-based harassment, in large part because a growing number of young people are coming out as transgender or nonbinary in adolescence. However, little research explores nonbinary teachers’ experiences or investigates barriers to their entry into the profession. Purpose: This article begins to fill this gap by showing how six nonbinary beginning teachers navigated gender expectations, worked to appear professional, and negotiated racial and gendered power dynamics in their initial teacher education and preservice teaching. Participants: Participants include six nonbinary preservice teachers of diverse gender expression and racial and class backgrounds who were enrolled or had recently completed teacher education in North America when the study was conducted in 2018. Research Design: This qualitative study employed in-depth, phenomenological interviews. This article uses Sara Ahmed’s concept of the “willful subject” to consider how participants negotiated the relationship between their gender identities as nonbinary people and their nascent professional identities as teachers. Conclusion: These beginning teachers expressed concern about succeeding in their teacher education programs and worried about how others perceived them because of the expectation of normative gender implicit in teaching’s professional norms. This expectation was enforced by the profession’s gatekeepers more than by K–12 students and their families, who participants generally described as hospitable or indifferent to having a nonbinary teacher. If the profession is to genuinely welcome gender diversity, it must recognize and work to deconstruct its own gender normativity.

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Section: Gender and Sexuality In The Professionmentioning

confidence: 99%

Nonbinary Beginning Teachers: Gender, Power, and Professionalism in Teacher Education

Iskander¹

2021

Teachers College Record

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“…Queer and transgender teachers often face pressures to come out to students, to serve as a "role model" or example for queer youth (Ferfolja, 2009;Russell, 2014). Khayatt (1997) problematizes the notion that LGBTI teachers should out themselves for the purpose of role modelling, suggesting that "one cannot decide to be a role model for anyone" (p. 137) because students' self-conceptualization is not directly tied to the identity-shared or otherwise-of their teachers.…”

Section: Queer Kinshipmentioning

confidence: 99%

The Life and Politics of Passing: Gender, Professionalism, and the Queer Teacher

Anderson¹

2020

Proceedings of the 2020 AERA Annual Meeting

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There is a dearth of research that considers how discourses of professionalism intersect with gender and sexual diversity for lesbian, gay, bisexual, transgender, and intersex (LGBTI) teachers in a Canadian context. The Alberta Teachers' Association released its first resource aimed to support LGBTI teachers in early 2018, suggesting that gender and sexually diverse teachers are just starting to gain visibility within their professional organization. Through autoethnography, Institutional Ethnography, and Critical Discourse Analysis, this thesis examines how LGBTI teachers experience and perform their gender in response to conceptualizations of teacher professionalism that dictate queerness-particularly "visible" queerness-as contrarian to the neutral subjectivity that teachers are expected to uphold. With the growing relevance of queer-affirming spaces in school, such as Gay-Straight or Queer-Straight Alliances, it is necessary to examine possibilities of a queer professionalism and changing expectations for professional practice in queer spaces. LGBTI teachers in Alberta need more than recognition from their professional organization and this research begins to conceptualize a queer professionalism for teachers that breaks the bounds of heteronormativity in order to support and celebrate gender and sexual diversity broadly within Canadian schools.

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Out queer teachers as role models for queer students? Implications drawn from closeted gay academics' experiences in China

Cui

2023

International Journal of Educational Research

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Coming out, rolling over, and playing model: possibilities beyond the trope of queer students “at-risk”

Cited by 4 publications

References 42 publications

Nonbinary Beginning Teachers: Gender, Power, and Professionalism in Teacher Education

Nonbinary Beginning Teachers: Gender, Power, and Professionalism in Teacher Education

The Life and Politics of Passing: Gender, Professionalism, and the Queer Teacher

Out queer teachers as role models for queer students? Implications drawn from closeted gay academics' experiences in China

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