Queer Teachers, Identity and Performativity

What do we mean when we talk about 'queer teachers'? The authors here grapple with what it means to be sexually or gender diverse and to work as a school teacher within four national contexts: Australia, Ireland, the UK and the USA. This new volume offers academics, educators and students a provocative exploration of this pivotal topic.

Palgrave Studies in Gender and EducationSeries editor: Yvette Taylor, London South Bank University, UKWhat do we mean when we talk about ''queer teachers''? Do we mean self-conscious subjects who understand ourselves as ''queer'', educators who do queer work within our professional lives, or do we mean that we, as researchers, read the experiences of our teacher-participants as subjects who perhaps perform queer? The very term is problematic. The authors here grapple with what it means to be sexually or gender diverse and to work as a school teacher within four national contexts: Australia, Ireland, the United Kingdom and the USA. Interrelationality remains central to academic discussions about education and identity, subjectivity and criticality. Queer teachers must live these truths, and as scholars of queer education we must be led by them. This new volume offers academics, educators and students a provocative extension of this pivotal topic for a broad audience of those engaged in contemporary education today.