Trans Teacher Experiences and the Failure of Visibility

Title
Trans Teacher Experiences and the Failure of Visibility
Publication Date
2014
Author(s)
Harris, Anne
Jones, Tiffany
Editor
Editor(s): Anne Harris and Emily M Gray
Type of document
Book Chapter
Language
en
Entity Type
Publication
Publisher
Palgrave Macmillan
Place of publication
Basingstoke, United Kingdom
Edition
1
Series
Palgrave Studies in Gender and Education
DOI
10.1057/9781137441928.0005
UNE publication id
une:15980
Abstract
This chapter draws on one case study of a trans* male-identifying teacher in an urban high school in Melbourne, Australia. As a counter-discourse to contemporary popular notions of more inclusive and anti-homophobic schools, this chapter proposes that trans* teacher experiences are still an under-researched and sometimes controversial 'final frontier' for even 'safe' schools that strive to engage with LGBTQ-inclusive discourses and practices. Drawing out Halberstam's focus on 'the bathroom problem' in trans* experience and scholarship (1998), and extending his notion of productive failure (2011), we argue more broadly that some current mainstreaming of diverse sexualities education and antibullying attention to LGBTQ students do not extend inclusivity to care of teachers - most especially trans teachers - nor do they acknowledge the particularity of trans subjectivities.
Link
Citation
Queer Teachers, Identity and Performativity, p. 11-28
ISBN
9781137441935
9781137441911
9781137441928
Start page
11
End page
28

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