Teacher negotiations of sexual subjectivities
Teacher negotiations of sexual subjectivities
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DOI：
10.1080/09540250701535584
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发表时间：
2007-01-01
影响因子：
2.2
通讯作者：
Ferfolja, Tania
中科院分区：
文献类型：
--
作者：
Ferfolja, Tania
歧视往往使那些不符合在更广泛的社会中运作的主导性别和（异性）性话语的人沉默和边缘化。本文讨论了在澳大利亚新南威尔士州（NSW）工作的十七位自认为是女同性恋的教师如何在工作中协商他们的性主体性，以通过或掩盖他们的异性恋身份。尽管新南威尔士州的反歧视立法旨在保护“同性恋者”的一些基本权利，但许多女同性恋教师仍然感到有必要在工作场所“管理”自己的性取向。本文探讨了隐私、异性恋和母性的话语是如何被这些女性在各种背景下策略性地、有时有力地使用的。此外，它还探讨了性与年龄和空间的复杂交集，以及它们对传递的影响。
Discrimination often silences and marginalizes those who do not conform to the dominant gender and ( hetero) sexual discourses that operate in broader society. This discussion addresses the ways that seventeen self- identified lesbian teachers working in New South Wales ( NSW) Australia negotiate their sexual subjectivities at work in order to pass or cover as heterosexual. Despite anti-discrimination legislation aimed at protecting some basic rights of ' homosexuals' in NSW, many lesbian teachers still feel compelled to ' manage' their sexuality in the workplace. This paper examines how the discourses of privacy, heterosexuality and motherhood are strategically and at times powerfully used by these women in various contexts. Additionally, it explores the complex intersections of sexuality with age and space and their impact on passing.