From neutrality to engagement
The modalities of understanding secondary teacher professionalism in dealing with LGBT issues
Bibliographic Data
| ID | 19002252 |
|---|---|
| Authors | Marija Bartulović (0000-0001-5570-3406, University of Zagreb, corresponding author), Barbara Kušević (0000-0001-8911-3295, University of Zagreb), Ana Širanović (0000-0003-0193-0763, University of Zagreb) |
| Year | 2023 |
| Volume | 15 |
| Issue | 1 |
| Pages | 42-59 |
| Publication date | 2023-01-02 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | Multicultural Education Review (JOURNAL) |
| Journal identifiers | ISSN: 2005-615X • E-ISSN: 2377-0031 |
| Publisher | Taylor & Francis (PUBLISHER • GB) |
| DOI | 10.1080/2005615x.2023.2193924 |
| OpenAlex | W4366417861 |
| Language | EN |
| References cited | 35 |
This paper provides a framework for analysing teachers’ various modes of positioning towards LGBT students, generated from their understanding of the concept of teacher professionalism. The main research question of the empirical study, conducted through application of focus groups, is how secondary school educators understand the concept of teacher professionalism in dealing with LGBT issues within the context of secondary school as a place where sexuality is both explicitly present and a taboo. The results, analysed within a neutral-engaged dichotomy of teacher positioning when dealing with LGBT issues, and interpreted from a critical-pedagogical perspective, point to different modalities of understanding and practicing teacher professionalism, as well as to the unsustainability of the neutral orientation of teachers when making both commonplace and unpredictable pedagogical decisions, which are inevitably politicized
Epistemology · Modalities · Neutrality · Pedagogy · Sexual orientation · Social science · Sociology · Taboo · Gender Roles and Identity Studies · LGBTQ Health, Identity, and Policy · Psychology · Social Psychology · Teacher Education and Leadership Studies
Four Ages of Professionalism and Professional Learning
Teacher professionalism
Teaching standards, globalisation, and conceptions of teacher professionalism
Coming out as a lesbian, gay or bisexual teacher
Queering the White Picket Fence
Good teachers on dangerous ground
Teacher by day. Lesbian by night”
Rights-protectors or rights-violators? Deconstructing teacher discrimination against LGBT students in England and the UN Convention on the Rights of the Child as an advocacy tool
Homonormativity and celebrating diversity
Using autobiographical queer life narratives of teachers to connect personal, political and pedagogical spaces
Sexual Dissonances
Sexuality, schooling, and teacher identity formation
The emotional labour of caring in teaching
Contested discourses of teacher professionalism
Under new management
Teacher professionalism in a double field structure
The ‘shape’ of teacher professionalism in England
Frayed All Over
Using thematic analysis in psychology
Teacher professional identity
Creativity and performativity
Complicating What We Know
Mens Sana in Corpore Sano
Wounded Identities, Sex and Pleasure
Locating Sexualities
| Citation velocity | historical |
|---|---|
| Highly cited | No |