ABSTRACT
Chapter two positioned Ireland alongside other contexts to explore key factors that continue to shape the relationship between LGBT-Q identification and schools-neo-liberalism, religious discourse, progressivism and secularism. It also marked out how this book contributes new insight into the workings of legitimacy and normalisation via the negotiations of LGBT-Q teachers. Chapter three provided an overview of key moments in LGBT-Q activism across contexts and drew on Ireland as an illustrative case to discuss key issues of relevance as legal structures for same-sex relationships have emerged in various contexts across the globe.
