ABSTRACT
Illustrated by LGBT-Q teachers as they entered into a CP, the previous chapter demonstrated how religiosity is socially embedded and ambivalently embodied. Attention to the immediacy of the teachers’ affective responses and attachments in a time of mutability in the politics of sexuality generated valuable insight into the intertwined workings of religiosity and (hetero)normativity through cultural legitimacy. The teachers’ simultaneous, contradictory attachments to religiosity in the celebration of their CP and to secularism in negotiating school life reveal the inadequacy of religious/ secular binaries and underline the complexity of cultural legitimacy. This chapter homes in on teacher professional legitimacy by exploring norms of appropriateness and the shifting public/private boundaries governing school communities as legal structures for same-sex relationship emerge.
