Abstract
This chapter explores absences and presences in the narratives of queer men who work in the UK as educators in the 11-18 secondary phase of education. Implicit in the role of educator are professional skills enabling teachers to not merely be coaches or imparters of knowledge, but to be intimately involved in professional relationships with students and colleagues. Thus educational communities consist of a complex web of social relations in which individuals are profoundly exposed and implicated on a daily basis. This intense environment is a rich territory for considering queer absences and presences, particularly in terms of the discourses that enable and disable their expression.
This is a preview of subscription content, log in via an institution.
Buying options
Tax calculation will be finalised at checkout
Purchases are for personal use only
Learn about institutional subscriptionsPreview
Unable to display preview. Download preview PDF.
Bibliography
Adkins, L. (2004a) ‘Introduction’ in L. Adkins and B. Skeggs (eds) Feminism after Bourdieu. London: Blackwell, pp. 3–18.
Adkins, L. (2004b) ‘Reflexivity: Freedom or habit of gender?’ in L. Adkins and B. Skeggs (eds) Feminism after Bourdieu. London: Blackwell, pp. 191–209.
Atkinson, E. (2002) ‘Education for diversity in a multi-sexual society: Negotiating the contradictions of contemporary discourse’, Sex Education, 2(2): 119–32.
Anderson, E. (2011) ‘Masculinities in sport and physical culture: Three decades of evolving research’, Journal of Homosexuality, 58(5): 565–78.
Barnfield, D. and Humberstone, B. (2008) ‘Speaking out: Perspectives of gay and lesbian practitioners in outdoor education in the UK’, Journal of Adventure Education and Outdoor learning, 8(1): 31–42.
Biddulph, M. (2005a) Gay and bisexual men who are educators: A narrative analysis of space, identity and deployment, Unpublished doctoral thesis, Nottingham Trent University, Nottingham.
Biddulph, M. (2005b) ‘The monochrome frame, mural-making as a methodology for understanding self’ in C. Mitchell, S. Weber and K. O’Reilly-Scanlon (eds) Just who do we think we are? Autobiography and self-study in teaching. London: Routledge-Falmer, pp. 49–57.
Biddulph, M. (2012) ‘Sexualities and citizenship education’ in J. Arthur and H. Cremin (eds) Debates in citizenship education. London: Routledge, pp. 100–14.
Binnie, J. (2001) ‘The erotic possibilities of the city’ in D. Bell, J. Binnie, R. Holliday, R. Longhurst and R. Peace (eds) Pleasure zones: Bodies, cities, spaces. Syracuse, NY: Syracuse University Press, pp. 103–30.
Bourdieu, P. (1990) The logic of practice. Cambridge: Polity Press.
Bourdieu, P. and Wacquant, L. J. D. (2002) An invitation to reflexive sociology. Chicago: University of Chicago Press.
Brown, G. (2008) ‘Ceramics, clothing and other bodies: Affective geographies of homoerotic cruising encounters’, Social & Cultural Geography, 9(8): 915–32.
Browne, K. and Nash, C. (2010) Queer methods and methodologies: Intersecting queer theories and social science research. Farnham: Ashgate.
Britzman, D. (1997) ‘The tangles of implication’, International Journal of Qualitative Studies in Education, 10(1): 31–7.
Casey, M. (2007) ‘The queer unwanted and their undesirable “otherness”’ in K. Browne, J. Lim and G. Brown (eds) Geographies of sexualities: Theory, Practice and Politics. Aldershot: Ashgate, pp. 125–35.
Caulley, D. (2008) ‘Making qualitative research reports less boring: The techniques of writing creative nonfiction’, Qualitative Inquiry, 14(3): 424–49.
Clough, P. (2002) Narratives and fictions in educational research. Buckingham: Open University Press.
Coxon, A. (1996) Between the sheets: Sexual diaries and gay men’s sex in the era of AIDS. London: Cassell.
Cress, C. (2009) ‘Pride and prejudice in the classroom: Navigating boundaries of personal and professional’, Lesbian and Gay Psychology Review, 10(1): 13–17.
Dean, J. (2011) ‘Thinking intersectionality: Sexualities and the politics of multiple identities’ in Y. Taylor, S. Hines and M. Casey (eds) Theorizing intersectionality and sexuality. London: Palgrave Macmillan, pp. 119–39.
DePalma, R. and Atkinson, E. (2009) Interrogating heteronormativity in primary schools: The no outsiders project. Stoke on Trent: Trentham Books.
Department for Children, Schools and Families (DCSF) (2007) Homophobic bullying. Safe to learn: Embedding antibullying work into schools. London: DCSF.
Department for Children, Schools and Families (DCSF) (2009) Guidance for schools on preventing and responding to sexist, sexual and transphobic bullying. Safe to learn: Embedding antibullying work into schools. London: DCSF.
Department for Education and Employment (DfEE) (2000) Sex and Relationships Education Guidance. London: DfEE.
Donnelly, C. (2000) ‘In pursuit of school ethos’, British Journal of Educational Studies, 48(2): 134–54.
Epstein, D. and Johnson, R. (1998) Schooling sexualities. Buckingham: Open University Press.
Epstein, D., O’ Flynn, S. and Telford, D. (2002) ‘Innocence and experience: Paradoxes in sexuality and education’ in D. Richardson and D. Seidman (eds) Handbook for lesbian and gay studies. London: Sage, pp. 271–90.
Flowers, P., Marriott, C. and Hart, G. (2000) ‘The bars, the bogs and the bushes: The impact of locale on sexual cultures’, Culture, Health and Sexuality, 2(1): 69–86.
Foucault, M. (1981) ‘The order of discourse’ in R. Young (ed.) Untying the text: A poststructuralist reader. London: Routledge, pp. 48–78.
Gemignani, M. (2011) ‘Between researcher and researched: An introduction to countertransference in qualitative inquiry’, Qualitative Inquiry, 17(8): 701–8.
Greenland, K. and Nunney, R. (2008) ‘Section 28: It ain’t over till it’s over’, Pastoral Care in Education, 26(4): 243–51.
Griffin, P. (1991) ‘Identity management strategies among lesbian and gay educators’, Qualitative Studies in Education, 4(3): 189–202.
General Teaching Council for England (GTCE) (2009a) Code of conduct and practice effective from1 October 2009. London: GTCE.
General Teaching Council for England (GTCE) (2009b) Code of conduct and practice for registered teachers: Outside the classroom [online] (updated 16 September 2009), http://www.gtce.org.uk/teachers/thecode/outside_class/, accessed on 18 February 2012.
Halperin, D. (2003) ‘Sexuality after Foucault’, Plenary address Sexuality after Foucault Conference, University of Manchester, UK, 28–30 November 2003.
Inckle, K. (2011) ‘Bent: Non-normative embodiment as lived intersectionality’ in Y. Taylor, S. Hines and M. Casey (eds) Theorizing intersectionality and sexuality. London: Palgrave Macmillan, pp. 255–73.
Jeyasingham, D. (2002) ‘Ladies and “gentlemen”: location, gender and the dynamics of public sex, in K. Chedgzoy, M. Francis and M. Pratt (eds) In a queer space, sexuality and belonging in British and European contexts. Aldershot: Ashgate, pp. 73–81.
Johnson, R. (1993) ‘Editor’s introduction’ in P. Bourdieu The Field of Cultural Production: Essays on Art and Literature. Cambridge: Polity Press.
Keogh, P., Dodds, C. and Henderson, L. (2004) Working class gay men: Redefining community, restoring identity. London: Sigma Research.
Kissen, R. (1996) The last closet: The real lives of lesbian and gay teachers. Portsmouth, NH: Heinemann.
Lawler. S. (2004) ‘Rules of engagement: Habitus, power and resistance’ in L. Adkins and B. Skeggs (eds) Feminism after Bourdieu. Oxford: Blackwell, pp. 110–28.
Mac an Ghaill, M. (1994) The making of men: Masculinities, sexualities and schooling. Buckingham: Open University Press.
McNay, L. (2000) Gender and Agency: Reconfiguring the Subject in Feminist and Social Theory. Cambridge: Polity Press.
McNay, L. (2004) ‘Agency and experience: Gender as a lived relation’ in L. Adkins and B. Skeggs (eds) Feminism after Bourdieu. Oxford: Blackwell, pp. 175–90.
McNinch, J. (2007) ‘Queering seducation: Eros and erotic in the construction of gay teacher identity’, Journal of Men’s Studies, 15(2): 197–215.
Miller, J. (1998) ‘Autobiography as a queer curriculum practice’ in W. Pinar (ed.) Queer theory in education, Mahwah, NJ: Lawrence Erlbaum, pp. 365–74.
Office for Standards in Education (OFSTED) (2012) The framework for school inspection. guidance and grade descriptors for inspecting schools in England under section5 of the Education Act 2005, from January 2012. Manchester: OFSTED.
Piper, H. and Sikes, P. (2010) ‘All teachers are vulnerable but especially gay teachers: Using composite fictions to protect research participants in pupil-teacher sex-related research’, Qualitative Inquiry, 16(7): 566–74.
Puar, J. (2007) Terrorist assemblages: Homonationalism in queer times. Durham: Duke University Press.
Renold, E. (2005) Girls, boys and junior sexualities: Exploring children’s gender and sexual relations in the primary school. London: Routledge Falmer.
Rofes, E. (2005) A radical rethinking of sexuality and schooling: Status quo or status queer? Oxford: Rowman and Littlefield.
Sand, S. (2009) ‘To reveal or not to reveal, that is the question’, Lesbian and Gay Psychology Review, 10(1): 23–6.
Skeggs, B. (2004) ‘Context and background: Pierre Bourdieu’s analysis of class, gender and sexuality’ in L. Adkins and B. Skeggs (eds) Feminism after Bourdieu. Oxford: Blackwell, pp. 19–33.
Sparkes, A. (1996) ‘Teachers and the search for self: Two cases of structured denial’ in N. Armstrong (ed.) New directions in physical education, Volume 3: Change and innovation. London: Cassell, pp. 157–78.
Tatchell, P. (2012) Beyond equality, Keynote address, Nottingham City Joint Partnership Conference, March 2012.
Taylor, Y. (2007) ‘Brushed behind the bike shed: Working class lesbians’ experiences of school’, British Journal of Sociology of Education, 28(3): 349–62.
Taylor, Y. (2009) ‘Facts, fictions, identity constrictions: Sexuality, gender and class in higher education’, Lesbian and Gay Psychology Review, 10(1): 38–41.
Taylor, Y. (ed.) (2010) Classed intersections: Spaces, selves, knowledges. Farnham: Ashgate.
Taylor, Y., Hines, S. and Casey, M. (eds) (2011) Theorizing intersectionality and sexuality. London: Palgrave Macmillan.
Wellard, I. (2009) Sport, masculinities and the body. London: Routledge.
Winter, R., Buck, A. and Sobiechowska, P. (1999) Professional experience and the investigative imagination The ART o freflective writing. London: Routledge.
Editor information
Editors and Affiliations
Copyright information
© 2013 Max Biddulph
About this chapter
Cite this chapter
Biddulph, M. (2013). ‘Queer’ and ‘Teacher’ as Symbiosis? Exploring Absence and Presence in Discursive Space. In: Taylor, Y., Addison, M. (eds) Queer Presences and Absences. Genders and Sexualities in the Social Sciences. Palgrave Macmillan, London. https://doi.org/10.1057/9781137314352_12
Download citation
DOI: https://doi.org/10.1057/9781137314352_12
Publisher Name: Palgrave Macmillan, London
Print ISBN: 978-1-349-33757-6
Online ISBN: 978-1-137-31435-2
eBook Packages: Palgrave Social Sciences CollectionSocial Sciences (R0)