Trans teacher experiences and the failure of visibility

Anne Harris, Tiffany Jones

Research output: Chapter in Book/Report/Conference proceedingChapter

9 Citations (Scopus)

Abstract

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
Chapter1
Pages11-28
Number of pages17
ISBN (Electronic)9781137441935, 9781137441928
ISBN (Print)9781137441911 , 9781349494927
DOIs
Publication statusPublished - 2014
Externally publishedYes

Publication series

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

Keywords

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

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