Young LGBTQ teachers

This chapter focusses on the experiences of a group of lesbian, gay, bisexual, trans* and queer-identified (hereafter LGBTQ) young people as they navigate their way into teaching careers. Schools are heteronormative environments in which silences and invisibility related to gender and sexuality diversity prevail despite increasing broader sociocultural acceptance. In Australia, recent moral panics pertaining to the inclusion of LGBTQ-related curriculum content in schools have attracted extensive (negative) media and government attention. This creates a silencing workplace climate for LGBTQ teachers. This chapter explores the complexities of negotiating these workplace challenges and participants’ school citizenry in relation to their LGBTQ subjectivities.