@inbook{e402108d1eb64b7ea269dddc61c0a1e7,
title = "Teachers and civil partnership: (Re)Producing legitimate subjectivities in the straight spaces of schools",
abstract = "LGBTQI teachers in Ireland experience identity conflicts and struggles with school culture as they negotiate the processes of {\textquoteleft}coming out{\textquoteright} in their school contexts (Neary, 2013). This chapter draws on an interpretive analysis of qualitative data generated from the interviews and written reflections of 15 primary and second-level teachers (who identify as lesbian, gay or bisexual) while entering into a civil partnership in Ireland. This chapter asserts that the mechanism of CP — a very recent institution in Irish society — brings feelings of confidence and legitimacy for those teachers who avail of it. However, forces of normalisation contribute to the perpetuation of certain {\textquoteleft}acceptable{\textquoteright} norms (re)assigning others with peripheral status.",
keywords = "Civil partnerships, Coming out, Irish, Normal, School cultures",
author = "Aoife Neary",
note = "Publisher Copyright: {\textcopyright} Anne Harris and Emily M. Gray 2014.",
year = "2014",
doi = "10.1057/9781137441928\_4",
language = "English",
series = "Palgrave Studies in Gender and Education",
publisher = "Palgrave Macmillan",
pages = "45--59",
booktitle = "Palgrave Studies in Gender and Education",
address = "United Kingdom",
}