|Title:||Editorial||Authors:||Fahie, Declan; Quilty, Aideen; De Palma Ungaro, Renée||Permanent link:||http://hdl.handle.net/10197/9329||Date:||12-Apr-2017||Abstract:||The genesis of this Special Edition of Irish Educational Studies ‘Queer Teaching – Teaching Queer’ lies in a symposium held at the 2014 ECER Conference in Porto, Portugal. Entitled ‘Negotiating Heteronormative School Contexts’ – Lesbian, Gay, Bisexual, Transgender and Queer (LGBTQ) Issues in Education’, the symposium drew upon innovative scholarship from Ireland, Spain, Germany and Sweden. Subsequent informal discussions between the Chair of that symposium, Declan Fahie, and the Discussant, Renée De Palma Ungaro, tentatively broached the idea of a book or special edition of a journal which could explore these themes further. An obvious collaborator in the form of Aideen Quilty from UCD helped bring this idea to fruition with the immediate and enthusiastic support from the Editorial Board of Irish Educational Studies.||Type of material:||Journal Article||Publisher:||Taylor & Francis||Journal:||Irish Educational Studies||Volume:||36||Issue:||1||Start page:||1||End page:||2||Copyright (published version):||2017 Taylor & Francis||Keywords:||Education; LGBT teachers; Heteronormativity; Mental health||DOI:||10.1080/03323315.2017.1289697||Language:||en||Status of Item:||Peer reviewed||This item is made available under a Creative Commons License:||https://creativecommons.org/licenses/by-nc-nd/3.0/ie/|
|Appears in Collections:||Education Research Collection|
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