ABSTRACT
The previous chapter explored some key facets of the relationship between schools and LGBT-Q identification, underlining the presence of neo-liberal, moral, religious and progressive discourses in shaping constructions of sexuality in various school contexts. In discussing key themes emerging from international research with LGBT-Q teachers, I revealed the particular contribution that this book makes in grappling with the relationship between schools and LGBT-Q identification by providing new insight into negotiations of legitimacy and normalisation through theories of power, affect and attachment.
