Introduction: Marked presence/unremarkable absence: Queer teachers, ‘Identity’ and performativity

Abstract

This short volume aims to engage with the study of queer teachers internationally. It offers new ways of thinking about queer teacher practices and perspectives, away from the deficit positioning of queer teachers and towards a critical engagement with queer teachers as local, national and international queer subjects. As a truly international collective of researchers we address the complexities of what it means to interrogate ‘queerness’ in a contemporary western climate that would like to believe that we are all, finally, equal, yet which continues to marginalize queer students, teachers and others. We hope that this new volume offers academics, educators and students a provocative extension of this pivotal topic for contemporary educators and sociologists more broadly.