"I Am What I Am" Comparing the Experiences of Openly Gay and Lesbian PE Teachers with Non-specialist Peers in a Period of Declining Homohysteria

Abstract:
“I am what I am…”: comparing the experiences of openly gay and lesbian PE teachers with non-specialist peers in a period of declining homohysteria
This presentation will highlight the initial findings of the project examining the experiences of 13 self-selecting gay and lesbian teachers in order to compare the experiences of those who teach PE and school sports with those who teach more classroom-based subject areas. Recent studies have focused on the complexities faced by openly gay and lesbian teachers in various countries (Ferfolja & Hopkins, 2013; Gray, 2013; Neary, 2012; Fahie, 2016; Connell, 2015). Additionally, studies have been carried out that focus specifically on physical education teachers (Sykes, 2009; Edwards et al., 2014) and music teachers (Palkki, 2015).
However, as Edwards et al. (2014) acknowledge there is still a gap in research of teachers working in schools since the removal of Section 28, an act rushed through the UK parliament in a period of high homohysteria (Anderson, 2011; Moran, 2001). This Act has since been repealed and there has been a cultural shift, with homophobia steadily in decline according to GSS data (Anderson, 2011). This project seeks to identify how teachers navigate both homophobia and heteronormativity within an educational context; in addition, it explores perceptions of impact on learners in the classroom as a result of a school culture of openness. The presentation details the initial findings from the interviews carried out, providing a comparative account between the experiences of those who teach Physical Education (as a perceived area of professional vulnerability) and those who teach other curriculum areas.