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LGB teachers and the (com)promised conditions of legislative change

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dc.contributor.author Neary, Aoife
dc.date.accessioned 2020-03-04T15:02:13Z
dc.date.issued 2020
dc.identifier.uri http://hdl.handle.net/10344/8594
dc.description peer-reviewed en_US
dc.description The full text of this article will not be available in ULIR until the embargo expires on the 21/07/2021
dc.description.abstract The personal/professional boundary poses particular difficulties for LGB teachers because of the pervasive presumption of heterosexuality. Furthermore, the teaching profession’s concern with the care of children combines with reductive ideas about sexuality and gender identity to pose specific vulnerabilities for LGB teachers. In many contexts worldwide, legislative structures such as Civil Partnership and Marriage Equality are being introduced and this is changing the terms of recognition for LGB teachers. At the same time, deficiencies and ambiguities persist in employment legislation, often through religious exemptions that pose specific threats to LGB teachers. For many LGB teachers who enter into a legal structure such as marriage, these legislative gaps suddenly become more threatening. This paper makes a new and timely contribution by capturing how, across a seven-year time period in Ireland, LGB teachers have experienced three legislative moments – ‘Civil Partnership’, ‘Marriage Equality’ and the amendment of religious exemption 37.1 of the Employment Equality Act. Building from an analysis of three qualitative studies (2012, 2015 and 2018), this paper attends to some of the compromised conditions of legislative change and argues for closer attention to the micro-political texture of gender and sexuality in education contexts. en_US
dc.language.iso eng en_US
dc.publisher Taylor and Francis en_US
dc.relation.ispartofseries Teaching Education;
dc.relation.uri https://doi.org/10.1080/10476210.2019.1708313
dc.rights This is an Author's Manuscript of an article whose final and definitive form, the Version of Record, has been published in Teaching Education, 2020copyright Taylor & Francis, available online at: https://doi.org/10.1080/10476210.2019.1708313 en_US
dc.subject religious exemption en_US
dc.subject LGBT en_US
dc.subject same-sex marriage en_US
dc.subject teachers en_US
dc.subject legislative change en_US
dc.title LGB teachers and the (com)promised conditions of legislative change en_US
dc.type info:eu-repo/semantics/article en_US
dc.type.supercollection all_ul_research en_US
dc.type.supercollection ul_published_reviewed en_US
dc.identifier.doi 10.1080/10476210.2019.1708313
dc.date.embargoEndDate 2021-07-21
dc.embargo.terms 2021-07-21 en_US
dc.rights.accessrights info:eu-repo/semantics/embargoedAccess en_US
dc.internal.rssid 2942745


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