ABSTRACT
This chapter will investigate the responses of schooling to questions of sexuality and sexual identity. In particular, it will explore how sexuality has figured in the discourses of the subject of English, and it will try to identify what English teachers can take from recent theories of literary study and pedagogy, in order to develop their classroom practice, with the aim of empowering all pupils, whatever their sexual identity. Ironically, in view of the title of the book in which this chapter appears, it will contend that the presentation of sexuality in a reduced form as homosexuality, and as an ‘issue’, is counter-productive.
