Trans teacher experiences and the failure of visibility

Anne Harris, Tiffany Jones

Research output: Chapter in Book/Report/Conference proceedingChapterpeer-review

12 Citations (Scopus)


This chapter draws on one case study of a trans* male-identifying teacher in an urban high school in Melbourne, Australia. As a counter-discourse to contemporary popular notions of more inclusive and anti-homophobic schools, this chapter proposes that trans* teacher experiences are still an under-researched and sometimes controversial ‘final frontier’ for even ‘safe’ schools that strive to engage with LGBTQ-inclusive discourses and practices. Drawing out Halberstam’s focus on ‘the bathroom problem in trans* experience and scholarship (1998), and extending his notion of productive failure (2011), we argue more broadly that some current mainstreaming of diverse sexualities education and anti-bullying attention to LGBTQ students do not extend inclusivity to care of teachers — most especially trans teachers — nor do they acknowledge the particularity of trans subjectivities.
Original languageEnglish
Title of host publicationQueer teachers, identity and performativity
EditorsAnne Harris, Emily Gray
Place of PublicationLondon
PublisherPalgrave Macmillan
Number of pages17
ISBN (Electronic)9781137441935, 9781137441928
ISBN (Print)9781137441911 , 9781349494927
Publication statusPublished - 2014
Externally publishedYes

Publication series

NamePalgrave studies in gender and education
ISSN (Print)2524-6445
ISSN (Electronic)2524-6453


  • transgender
  • gender diversity
  • bathroom
  • anti-bullying
  • outness


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