The complexities of workplace experience for lesbian and gay teachers

Abstract

Discrimination against lesbians and gay men has been endemic throughout Australia’s history. However, in twenty-first century Australian society there are signs of growing sophistication and acceptance of sexual diversities. Despite this, schools continue to be organisations where sexual ‘difference’ is marginalised and silenced, having ramifications on the professional lives of lesbian and gay teachers. This article, based on qualitative research with 14 lesbian and gay teachers working in metropolitan Sydney, explores the ways in which schooling micro-cultures and systemic practices affect participants’ working lives. In particular, it highlights the ways in which these teachers negotiate the complex discursive fields in schools to perform their ‘professional’ teacher subjectivities in ways that are personally functional and effective, and simultaneously organisationally ‘acceptable’ in what has been for lesbian and gay teachers, traditionally hostile workplaces.

• discrimination
• gay teachers
• lesbian teachers
• micro-culture
• subjectivity
• workplace

Acknowledgements

We acknowledge the University of Western Sydney’s Research Grant Scheme for funding this research. We also thank the participants who shared their stories and experiences. We express our gratitude to the AIDS Council of NSW who provided in-kind support and to the numerous organisations and individuals who passed on information about the study.

Notes

1. 1. The rainbow flag is a symbol of lesbian, gay, bisexual, transgender and queer (LGBTQ) pride and has been used for decades in LGBTQ social movements and events.

Additional information

Notes on contributors

Tania Ferfolja

Dr Ferfolja is a Senior Lecturer in Social and Cultural Diversity. She teaches in the area of social justice and equity in education. Her research interests focus on LGBTQI issues particularly in education; pre-service teacher education for disadvantaged and marginalised communities; academic service learning; and refugee youth and schooling. She is lead author on a recently published book entitled Crossing Borders: African Refugees, Teachers and Schools (2011 ACSA/Common Ground).

Lucy Hopkins

Dr Lucy Hopkins’ research explores issues of diversity and ethics, particularly in relation to childhood and youth across literature, cultural studies and educational research. Her current research projects examine the intersection of childhood studies, sociology and development studies and youth issues in Bhutan. She is currently lecturing in sociology at Royal Thimphu College in Bhutan.