Discursive Practices of Gender and Teaching: A Case Study From Greece

Abstract

The paper discusses how a primary education teacher who identified himself as gay, enacts, resists and reproduces dominant understandings of gender and sexuality in terms of his own identity and practice in Greece, which is a very conservative and, sometimes, hostile country towards those who do not conform to heteronormativity. The discussion is based on a social constructionist analysis of a semi-structured interview. It provides the readers with interesting stimulating data and can be the starting point of an interesting conversation about the potential struggles that LGTBIQ+ teachers and LGTBIQ+ people in general face in Greece. It is part of a larger research project regarding gender and educational leadership in Greece.