@inbook{c70f5ac07e9a400c9b91b8fbabf8997d,
title = "Trans teacher experiences and the failure of visibility",
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 {\textquoteleft}final frontier{\textquoteright} for even {\textquoteleft}safe{\textquoteright} schools that strive to engage with LGBTQ-inclusive discourses and practices. Drawing out Halberstam{\textquoteright}s focus on {\textquoteleft}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.",
keywords = "transgender, gender diversity, bathroom , anti-bullying, outness ",
author = "Anne Harris and Tiffany Jones",
year = "2014",
doi = "10.1057/9781137441928_2",
language = "English",
isbn = "9781137441911 ",
series = "Palgrave studies in gender and education",
publisher = "Palgrave Macmillan",
pages = "11--28",
editor = "Anne Harris and Emily Gray",
booktitle = "Queer teachers, identity and performativity",
address = "United Kingdom",
}