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Queer Teachers, Identity and Performativity
other
Editor(s):
Anne Harris
,
Emily M. Gray
Publication date
(Print):
2014
Publisher:
Palgrave Macmillan UK
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Transnational Chinese identity
Author and book information
Book
ISBN (Print):
978-1-349-49492-7
ISBN (Electronic):
978-1-137-44192-8
Publication date (Print):
2014
DOI:
10.1057/9781137441928
SO-VID:
5acde024-7e97-4e8a-8c28-19ecb81d142a
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Book chapters
Introduction
Introduction
Reframing Queer Teacher Subjects
LGBTQ Teachers and the Location of Difference in English Schools
Trans Teacher Experiences and the Failure of Visibility
Out in Britain
Conclusion
Teachers and Civil Partnership
pp. 1
Introducing Gender Pedagogy in medias res
pp. 1
Introduction: Marked Presence/Unremarkable Absence: Queer Teachers, ‘Identity’ and Performativity
pp. 11
Trans Teacher Experiences and the Failure of Visibility
pp. 13
Researching Gender Pedagogy
pp. 29
Reframing Queer Teacher Subjects: Neither in nor Out but Present
pp. 36
Tracing Paper
pp. 45
Teachers and Civil Partnership: (Re)Producing Legitimate Subjectivities in the Straight Spaces of Schools
pp. 51
Gender
pp. 60
Out in Britain: The Politics of Sexuality Education and Lesbian and Gay Teachers in Schools
pp. 66
Learning Gender
pp. 75
LGBTQ Teachers and the Location of Difference in English Schools
pp. 80
Feminist Gender Pedagogy
pp. 90
Conclusion: Extravagance and Equity: Queer Tensions in Education
pp. 94
Gender Pedagogy
pp. 117
Invitation
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