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Gender and Education Volume 33, 2021 - Issue 5
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Articles

‘I don’t think my sexuality would come into teaching at all’: exploring the borderland discourse of Australian LGBTQ+ pre-service teachers

Kate Russella School of Education and Lifelong Learning, University of East Anglia, Norwich Research Park, Norwich, UK;b University of Sydney, Camperdown, AustraliaCorrespondence[email protected]
ORCID Iconhttps://orcid.org/0000-0003-4260-8631View further author information
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Pages 562-577 | Received 30 Apr 2019, Accepted 05 Jul 2020, Published online: 29 Jul 2020

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Mike Thelwall, Tracey Jayne Devonport, Meiko Makita, Kate Russell & Lois Ferguson. (2023) Academic LGBTQ+ Terminology 1900-2021: Increasing Variety, Increasing Inclusivity?. Journal of Homosexuality 70:11, pages 2514-2538.
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Le Cui. (2023) Double closet, heteronormativity, and a gay academic living with HIV in China. Higher Education Research & Development 42:4, pages 831-844.
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Lois Ferguson & Kate Russell. (2023) Gender Performance in the Sporting Lives of Young Trans* People. Journal of Homosexuality 70:4, pages 587-611.
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Cristina A. Huertas-Abril & Francisco Javier Palacios-Hidalgo. (2022) LGBTIQ+ issues in teacher education: a study of Spanish pre-service teachers’ attitudes. Teachers and Teaching 28:4, pages 461-474.
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