Lesbian and gay teachers’ experiences of ‘coming out’ in Irish schools

Abstract

Lesbian, gay and bisexual teachers have struggled with managing their sexual identities in contexts where heteronormative policing has resulted in deep silences and misrepresentation. However, many teachers have tried to counter this by ‘coming out’ or engaging with a process of disclosure. This paper draws on qualitative research with eight self-identified lesbian and gay teachers in primary and second-level schools in Ireland. Findings suggest that, for these teachers, the process of disclosure is valuable and fulfils a desire for openness and honesty. However, they continue to struggle with their teacher identities and aspects of their school culture. This paper argues that the complexities faced by these teachers in negotiating the process of disclosure are an illustration of the privileged position afforded heterosexuality in the Irish education system and the dividends that accrue to those who occupy a ‘normal’ sexual identity.

Keywords:

• teachers
• sexuality
• schools
• disclosure
• lesbian
• gay

Acknowledgements

Thank you to Mary O’Donoghue, Breda Gray and Mary O’Sullivan for their significant contributions, advice and support. Thank you also to the eight teachers for their willingness and enthusiasm in sharing their thoughts and experiences.

Notes

1. I use the acronym LGBTQI throughout this paper in general commentary about sexual identities alternative to the norm of heterosexuality. However, when referring to empirical research, I use the terms with which the participants identified.

2. The relationship between church and state in Ireland is experiencing turbulent change in the wake of a large-scale cover-up of child abuse within the Catholic church, and the historically dominant position of the Catholic church within the education system is currently under review. A taskforce has been appointed to oversee the divesting of up to 50% of Irish schools to patronage other than the Catholic church.