DOCSLIB.ORG

The Narratives of Gay Male Teachers in Contemporary Catholic Malta

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
The Narratives of Gay Male Teachers in Contemporary Catholic Malta The Narratives of Gay Male Teachers in Contemporary Catholic Malta Jonathan Borg A thesis submitted to the University of Sheffield for the degree of Doctor of Philosophy in the School of Education University of Sheffield November 2015 © 2015 Jonathan Borg ALL RIGHTS RESERVED Dedication To ‘invisible’ gay students and teachers who silently suffer the woes of homophobia and to educators who actively encourage all students to be themselves in complete freedom and safety. Acknowledgements I wish to express my sincere thanks to all those who have assisted me in completing this study. I particularly would like to express my deepest gratitude to the supervisors of this research project, Dr Jools Page and Professor Peter Clough for their constant guidance, discussions and advice and for their persistent encouragement throughout all the stages of this study. Heartfelt thanks goes to the participants who took part in this research since their contribution have been instrumental for the completion of this work. My appreciation goes to members of the Malta Gay Rights Movement (MGRM) for their professional support. Without the genuine commitment of all these people, this thesis would not have been possible. I am finally forever indebted to my loved ones for their unwavering support, especially Geoffrey who has stood by me with remarkable patience in all the highs and lows that accompany such a challenging journey. Thank You! ABSTRACT JONATHAN BORG THE NARRATIVES OF GAY MALE TEACHERS IN CONTEMPORARY CATHOLIC MALTA This thesis seeks to raise awareness of the pervasive heteronormativity of Maltese culture and on the effects that exclusionary practices may have on gay students and teachers. The culturally-saturating influence of the Roman Catholic faith in Malta, and the effects of a vigorously heterosexist society are chief elements which discourage Maltese homosexual educators from presenting their true sexuality to students, their parents, and teacher colleagues; in this and other related socio-cultural ways, Maltese gay teachers have thus been rendered an invisible presence in their schools. The study investigates the significance of being a gay teacher in contemporary Maltese culture through a set of narratives which reveal how five teachers construct and negotiate their personal and professional identities. The thematically-driven narratives themselves are made ‘transgressively’ (St Pierre, 1997) from an artistic re-casting of interview data as composite fictional accounts; in this way, the identities of the actual participants are invisible, whilst the issues that characterise their lives can be dramatically foregrounded. Each of the fictionalised narratives is followed by a critical deconstruction which both locates the story in the context of the literature and features the reflections of the interviewees themselves on the re-working and re-presentation of their life accounts. The accounts themselves tell of suffering and exclusion, of ambiguity but also of success; of experiences which are heavily conditioned by the sexuality of these teachers and by the context in which they are situated. The study concludes with an anticipation of the further research and of the developments in education policy which are needed if Maltese institutions are to realise the national commitment to inclusive cultures of schooling. KEYWORDS: FICTIONALISED NARRATIVES, TEACHER IDENTITY, GAY TEACHERS, INCLUSION, SEXUAL DIVERSITY, PROFESSIONAL IDENTITY, MALTA. Table of Contents Chapter 1 .................................................................................................................................. 13 Introduction.............................................................................................................................. 13 Foreword .................................................................................................................................. 14 Understanding Maltese Culture ............................................................................................... 14 ‘Grin and Bear it…’ – The Maltese Scenario on non-Heterosexuality ................................... 15 Background of the Study ......................................................................................................... 18 The Scope of the Study ............................................................................................................ 20 Structure of the Thesis ............................................................................................................. 20 An Endnote .............................................................................................................................. 21 Chapter 2 .................................................................................................................................. 22 Literature Review ..................................................................................................................... 22 Introduction .............................................................................................................................. 23 The Concept of Social Exclusion ............................................................................................. 23 Sexism, Misogyny and Homophobia: The Mono-Conceptualisation of Masculinity ............. 25 Hegemonic Masculinity ........................................................................................................... 27 Masculinity vs. Masculinities .................................................................................................. 29 Stereotyping Gender and Role-Congruity Theory ................................................................... 30 Gender, Sexual Identity and Sexual Orientation – Identity Categories? ................................. 33 Queer Theory ........................................................................................................................... 36 Intersectionality........................................................................................................................ 38 Standpoint Theory .................................................................................................................... 39 Attitudes towards Homosexuality ............................................................................................ 39 Sexuality and Religion ............................................................................................................. 41 The Catholic Hegemony in Malta ............................................................................................ 46 The Implications of Heterosexism ........................................................................................... 47 vi A Minority-Stress Model ......................................................................................................... 49 Abandoning the Closet: Issues of ‘coming out’ ....................................................................... 50 The Expression of Heterosexism in Schools ........................................................................... 52 The Feminisation of Teaching ................................................................................................. 54 Elementary School Teachers = Asexual Educators ................................................................. 57 Constructions of Sexuality + Male/Gay Teacher + Child = Touch ......................................... 58 The Invisibility of Sexuality and Queer in Education: a tabooed silence that speaks volumes .................................................................................................................................................. 60 The Social Control of Children’s Sexuality ............................................................................. 63 When Education Practitioners are ‘Othered’ ........................................................................... 64 Queer Teachers as Role-Models? ............................................................................................ 69 Queering Heteronormativity, Breaking the Binary .................................................................. 71 The Way Forward... ................................................................................................................. 75 Conclusion ............................................................................................................................... 77 Chapter 3 .................................................................................................................................. 79 Research Methodology............................................................................................................. 79 An Introduction to Research Methodology.............................................................................. 80 A Narrative Inquiry .................................................................................................................. 80 Defining Narrative Identity ...................................................................................................... 83 Epistemological and Ontological Assumptions ....................................................................... 86 The Research Process at a Glance ........................................................................................... 89 Sampling of Participants .......................................................................................................... 91 Ethical Issues
Load more

Recommended publications
  • Teachers Survey 2008-2013
    The LGBT Education Charity Charitable Incorporated Organisation No. 1156352 TEACHERS SURVEY 2008-2013 Project Co-ordinated by: JGM Evans Data analysed and report drafted by: Professor Ian Rivers School of Education The University of Strathclyde With foreword by Lord Cashman, CBE and afterword by Sue Sanders, Emeritus Professor, Harvey Milk Institute Foreword by Lord Cashman, MBE A message from Gill Goodswen Laws may change, attitudes may shift, Past President of the National Union of Teachers (NUT), 2010 - 2011 yet excuses are still placed in the way I am delighted to have this opportunity to recommend and endorse of achieving real and lasting equality this analysis of the ground breaking Prevalence of Homophobia for all. During my lifetime I have seen Surveys undertaken by various divisions and associations of the changes aimed at eradicating inequality, National Union of Teachers (NUT) including a number of LEAs, between 2008 and 2013. Promoting equal opportunities in all especially in the law, which I could never its manifestations is very important to me. While we are right to have dreamt of, and these changes recognise the many advances to celebrate human diversity and were achieved because women and men had the courage to equality over the last 35 years, no one can doubt that there is still so much to do. I am committed to ensuring that all our young people stand up and give a voice to the voiceless. and their teachers are protected from homophobic bullying and that by undertaking these surveys and the related corrective endeavour Resistance to equality still thrives, in so many areas, and it we continue the task of empowering all staff to challenge and is our duty to protect and enhance the rights of all.
    [Show full text]
  • Celebrating Difference, Challenging Homophobia
    EDUCATE OUT PREJUDICE WITH SUE SANDERS Co Chair Schools OUT LGBT History Month The Classroom MAN WHO KILLED GAY TEEN BY BURNING HIM ALIVE JAILED FOR THREE YEARS 22 MARCH 2013 | BY JOE MORGAN Jordan Sheard, 20, plead guilty to manslaughter after he set alight a vulnerable gay teen at his 18th birthday party will be jailed for three and a half years. Steven Simpson, who had Asperger’s syndrome, a speech impairment and epilepsy, was covered in self-tanning oil and set alight in the early hours of 23 June last year. Jordan Sheard, 20, was sentenced at Sheffield Crown Court after pleading guilty to manslaughter. A judge heard how as Simpson became more drunk, homophobic insults were scrawled on his arm and stomach, told to strip to his boxers and encouraged to dance around. After 2am, a partygoer took tanning oil from Simpson’s bedroom and poured it over the host. The court heard Sheard then held a cigarette lighter to Simpson’s groin, and instantly the highly flammable liquid caught alight and flames engulfed his body. DAILY MAIL URGED TO FIRE RICHARD LITTLEJOHN AFTER TRANS TEACHER'S DEATH Primary school transgender teacher Lucy Meadows was found dead in Lancashire, England after a tabloid revealed her ‘shock’ story "I was lucky to have a supportive head," she wrote, "but I think I'd have done it here regardless as I couldn't put it off any longer and I have family and financial commitments as well. The guidance I've had from the trans community has been generally sound and very much appreciated, and I'd like to be able to say I've given something back.
    [Show full text]
  • Sue Sanders/ Schools out UK/ LGBT History Month Archive (SANDERS)
    Sue Sanders/ Schools Out UK/ LGBT History Month Archive (SANDERS) ©Bishopsgate Institute Catalogued by Barbara Vesey, August 2017. SANDERS Sue Sanders/Schools Out UK/LGBT History Month Archive 1973-2018 Name of Creator: Sue Sanders/Schools Out UK/LGBT History Month Extent: 45 boxes Administrative/Biographical History: Sue Sanders (b 1947), Emeritus Professor Harvey Milk Institute 2015, is a British LGBTQ+ rights activist who has specialized in challenging oppression in the public and voluntary sectors for over 40 years. After studying at London's New College of Speech and Drama (now part of Middlesex University), where she received a teaching diploma, Sanders studied counselling on alcohol-related problems as well as Gestalt Therapy and contribution training. She also holds qualifications on dealing with stress and trauma. Since 1967 she has been a teacher, tutor and lecturer on women's studies, drama and fighting homophobia in schools, universities and other organisations, both in London and in Sydney, Australia. Since 1984 Sanders has worked as a management consultant and trainer for the public and voluntary sector. A former member of the LGBT Advisory Group to the Metropolitan Police, she was also an independent adviser to the London Criminal Justice Board, and is a member of the Hate Crime Independent Advisory Group for the Ministry of Justice. She was part of the National Union of Teachers LGBT working party (since 1999), a member of the Southwark anti-Homophobic Forum (which she joined in 1997) and a consultant to the Crown Prosecution Service, helping to produce national policy on prosecuting homophobic crimes effectively. In 1996 she co-founded, with Paul Patrick, a consultancy called Chrysalis which delivers training around equal opportunity issues – particularly anti- heterosexism.
    [Show full text]
  • Challenging Lesbian and Gay Inequalities in Education. Gender and Education Series. REPORT NO ISBN-0-335-19130-4 PUB DATE 94 NOTE 253P
    DOCUMENT RESUME ED 398 296 UD 031 103 AUTHOR Epstein, Debbie, Ed. TITLE Challenging Lesbian and Gay Inequalities in Education. Gender and Education Series. REPORT NO ISBN-0-335-19130-4 PUB DATE 94 NOTE 253p. AVAILABLE FROMOpen University Press, Celtic Court, 22 Ballmoor, Buckingham, MK18 1KW, England, United Kingdom ($27.50); Open University Press, 1900 Frost Road, Suite 101, Bristol, PA 19007. PUB TYPE Books (010) Collected Works General (020) Reports Evaluative/Feasibility (142) EDRS PRICE MF01/PC11 Plus Postage. DESCRIPTORS Academie Achievement; Elementary Secondary Education; *Equal Education; Foreign Countries; *Homophobia; *Homosexuality; Minority Groups; Peer Acceptance; Peer Relationship; *Self Esteem; Sex Education; *Social Discrimination; Social Support Groups; *Student Attitudes IDENTIFIERS *Bisexuality; Homosexual Teachers; United Kingdom ABSTRACT Educators in Britain have tended to ignore lesbian and gay issues, creating a gap that this book addresses by discussing the complex debates about sexuality and schooling. Contributors to this collection tell stories of distress and victimization and of achievement and support in the following: (1) "Introduction: Lesbian and Gay Equality in Education--Problems and Possibilities" (Debbie Epstein); (2)"So the Theory Was Fine" (Alistair, Dave, Rachel, and Teresa);(3) "Growing Up Lesbian: The Role of the School" (Marigold Rogers);(4) "A Burden of Aloneness" (Kola) ;(5) "Are You a Lesbian, Miss?" (Susan A. L. Sanders and Helena Burke);(6) "Victim of a Victimless Crime: Ritual and Resistance"
    [Show full text]
  • SCHOOLS UT Proud
    Mission Statement Join Schools OUT Schools OUT aims to make schools safe places for all LGBT staff and students, governors and parents to be out and SCHOOLS UT proud. To do this we must raise the visibility of LGBT people. We shall continue to do this through campaigning, training staff and providing LGBT-related resources for the classroom. Working towards equality in education for lesbian, gay, bisexual and trans people since 1974 Campaigning Our Co-Chairs Sue Sanders and Tony Fenwick have many Join Schools OUT Today years of experience in staff training aimed at challenging Schools OUT members and supporters are determined that homophobia and transphobia and promoting equality and Please support our work by joining Schools OUT today. every school should carry out its responsibilities under the inclusivity in schools, colleges and universities and can also Your £20 annual membership fee makes a huge difference 2010 Equality Act. This means eliminating discrimination, be booked to come to your institution. to the services that we can offer and the publicity that harassment and victimisation on the basis of sexual we can put into schools. Becoming a member also means orientation and gender identity regardless of age, ethnicity, you’ll receive an e-newsletter updating you on our gender, religion or whether people are disabled or non Resources activities, keeping you informed of our Conferences as well disabled. It also means advancing equality of opportunity as giving you a role in helping to shape the future of the and fostering good relations between LGBT people and non- In 2011 Schools OUT launched The Classroom; a site organisation.
    [Show full text]
  • Sue Sanders.Summary+Photo
    From a Whisper to a Roar Interview Summary Name: Date: 03.05.2019 Sue Sanders Age: 60+ Key issues: 60s, 70s, 80s, Australia, London, Gateways, women’s prisons, criminal justice system, drama/theatre, alcohol use, Greenham Common, Section 28, women’s movement, Schools Out, initiating LGBT history month. Narrative summary Grew up in Putney. She had a difficult time at school but was praised in English, started writing creatively and discovered drama. Her lifelong passion for equal rights showed it self early through her insistence on equal access to students submitting articles to the newspaper she ran at school. Went to New College to study drama and drama teaching. Although she had dated men before, began to realise she was primarily attracted to women. Worked as a teacher in London, then moved to Australia with her then partner. In Australia, she started working at an approved school, and in women’s prisons. She also worked in a Catholic school and organised a performance at a women’s prison. Ran the theatre attached to the University of New South Wales and did three radio programs for the Australian broadcasting company. Discovered socialism and feminism. After returning to the UK in the late 70s/80s, she ran the Oval House theatre however she resigned due to experiences of homophobia. Became involved in the UK theatre world again, directed theatre companies, and ran a creative writing course. Squatted in Brixton for over ten years. Trained as a therapist. She was an early driving force in the development of Schools Out, The Classroom, Outing the Past and the LGBT Advisory Group to the Metropolitan Police.
    [Show full text]
  • February Is LGBT History Month - an Opportunity to Tackle Homophobic and Transphobic Bullying
    February is LGBT History month - an opportunity to tackle homophobic and transphobic bullying Resources for Primary Schools We know that the coalition government has stated in the recent White Paper that they are committed to tackling prejudice driven bullying and mentioned homophobic bullying as a key area they wish to focus on. With LGBT History month taking place in February we have some ideas for your school to consider using (please see below). Please pass this information on to the relevant member of staff. It may be the PSHE Co- ordinator or a Behaviour Lead, etc. If you do plan to use any of the resources and materials please let Rita know as she is keen to gather case studies of good practice examples of work in this area which she can hopefully pass to the DFE when they begin to revise the Anti-Bullying Guidance. Rita Adair Senior Educational Psychologist Email: [email protected] February is LGBT History Month – Ideas for Primary Schools February 2011 will be the seventh Lesbian, Gay, Bisexual and Transgender History month. This is an opportunity for schools to celebrate all the LGBT people in our society and the massive contribution they have made, usually whilst having to spend their life denying their true identity. It is also an opportunity to explore issues around homophobia and homophobic bullying. The current guidance on ‘Homophobic Bullying’ (www.teachernet.gov.uk/wholeschool/behaviour/tacklingbullying/homophobicb ullying ) and ‘Guidance for schools on preventing and responding to sexist, sexual and transphobic bullying’ can be downloaded from www.teachernet.gov.uk/wholeschool/behaviour/tacklingbullying/sexualsexista ndtransphobicbullying Visit the website www.lgbthistorymonth.org.uk for lesson plans, assembly ideas, information and links to other sites with appropriate information.
    [Show full text]
  • Download (15.96
    SQS SQS 1–2/2020: Sisällys / Innehåll / Contents 1–2/2020 Tuula Juvonen and Therese Quinn 3] Pervopeili: keskustelut / Queer Mirror: Discussions Looking Back, Looking Forward: Rita Paqvalén Queer History Month,Museums, Beyond Tom and Tove: Sisällys and Activism for Justice and Freedom I–IV Queering Finnish Museums from an Intersectional Innehåll Perspective 62–77 Contents 1] Pervoskooppi: artikkelit / Queer Scope: Articles Jaimi Parker and Morgan Gieringer Tuula Juvonen Exhibiting Regional LGBTQ History in Dallas, Queer as a Queer Guided Tour 1–21 Texas 78–94 Clinton Glenn Dan Vo Cultural Production and the Canonisation of The Compassionate Way: LGBT Histories in the Baltic States 22–44 Towards Trans and Non-Binary Inclusive Narratives in Museums 95–101 2] Pervoperuutuspeili: puheenvuorot / Leslie Wooden Queer View Mirror: Opinion Pieces Alvin Baltrop: Sue Sanders Queer Photography as a ‘Counter Practice’ Growing up Needing the Past: in the Archive 102–109 An Activist’s Reflection on the History of LGBT+ Cover image of the issue 1–2/2020 History Month in the UK 45–55 Jemina Lindholm and Kaura Raudaskoski of SQS – Journal of Queer Studies in Finland and the images on contents The Space Between The Lines Is Not Neutral: pages by cartoonist Roju, 2020. Tom Furber Pedagogical Labour in Failing Institutions 110–120 SQS-lehden numeron 1–2/2020 kansi- Straight from the Archives: kuvan ja sisällyssivujen kuvat on tehnyt ISSN sarjakuvataiteilija Roju, 2020. Reflections about Professional Engagement 1796-5551 with LGBTQ+ Lives 56–61 SQS SQS 1–2/2020:
    [Show full text]
  • Newsletters, Quality Standards And
    15 January 1007 Edition 4 Date of next Issue 1 March 2007 Deadline for submission of info 15 Feb 2007 Children’s Services Youth Work in Cumbria Partnership Development Co-ordination Team, Partners and Providers Information Sharing – January 2007 What’s Happening? Spotlight Project Sandside Lodge Special School, as part of their Duke of Edinburgh Award has been involved in journalism as part of the Skills Section and have: • Researched a famous person and produced a poster and presentation • Analysed the content of the local paper • Compared the style and content of a range of national papers • Listened to a talk by Steve Brauner, editor of the Evening Mail • Elected an editorial committee • Written an article each (involving interviewing people, researching on the internet, finding pictures etc) • Sub-edited and proofread each others' work • Chosen the layout of the paper and articles AND FINALLY: produced TWO editions of their newspaper. This is a mixed group of young people, some with Down’s syndrome, Asperger’s, profound deafness and a variety of other disorders Basket of Goodies Communication YWiCP Plan Agreement Quality Curriculum Standards Framework Framework Youth Work Hear By Toolkit Right Documents YWiSP – COPE Resource Participation Packs Plan Safer Surroundings Youth Toolkit Pledge Z Cards Over the past twelve months you should have received the above resources through the post or at Provider Forums. If you have not received them please let us know. Coming Soon: Good News Story Greg's winter wonderland Extract of editorial published on 28/12/2006 in North West Evening Mail ENTERPRISING teenager Greg Curtis is beaming with pride after his dream of having an ice rink for his community became a reality.
    [Show full text]
  • LGBTQ+ History Month 2021 Uncovering Hidden Histories
    LGBTQ+ history month 2021 People who do not identify as heterosexual (only) have used a number Peopleof terms who todo describe not identify themselves as heterosexual including: (only) homosexual, have used a number lesbian, gay, Voicesand andof termsbisexual, to describe queer, themselves pansexual,visibility including: homosexual,asexual... lesbian, gay, Voicesand bisexual, queer, pansexual, asexual... Voices People who do not identify with their assigned gender (only) have used UncoveringPeoplea number whohidden do of notterms identify to describe with their historiesthemselves assigned including: gender (only) trans, have transgender, used Visibility a numbertransman, of terms transwoman,to describe themselves man, including: woman, trans, transsexual, transgender, Visibility transman,crossdresser, transwoman, transvestite, man, androgynous,woman, transsexual, genderqueer... Sexual identity Gender identity crossdresser, transvestite, androgynous, genderqueer... Learn more People who do not identify as PeopleUncovering who do not identify with their heterosexual (only) have used a number of assignedUncovering gender (only) have used a number terms to describe themselves including of terms hiddento describe themselves including homosexual, lesbian, hiddentrans, transgender, gay, bisexual, queer, transman,histories transwoman, Edward Carpenter pansexual, asexual man, woman, transsexual, Socialist, poet, philosopher and histories Edward Carpenteranthropologist crossdresser, transvestite, Fanny and Stella Socialist, poet, philosopher
    [Show full text]
  • Exploring LGBT Lives and Issues in Adult ESOL
    ESOL Nexus Research Awards 2013 2201320132013 Exploring LGBT Lives and Issues in Adult ESOL Final Report – March 2014 Project Team Dr Sheila Macdonald (Community Learning and Skills, Kent Adult Education) Laila El-Metoui (Lelmeducation) Professor Mike Baynham (University of Leeds) Dr John Gray (Institute of Education This document is an output from the ESOL Nexus Research Awards scheme funded by the British Council and the European fund for the integration of third country nationals (EIF) to promote innovation in English language teaching research. The views expressed are not necessarily those of the British Council. Acknowledgements The research team would like to extend heartfelt thanks to all the ESOL learners and tutors who generously agreed to participate. This report was written by Sheila Macdonald who conducted most of the interviews. The survey was designed and collated by Laila El- Metoui. Mike Baynham and John Gray interviewed and provided ongoing consultation. We also thank Caroline McGlynn for additional survey data analysis. ESOL Nexus Research Awards 2013 2201320132013 Glossary LGBT /Q/ I lesbian, gay, bisexual, transgender / queer/ intersex homophobia fear or hostile attitude towards homosexuals; includes all LGBTQI heteronormative asserts heterosexuality as the only 'normal' sexual identity or orientation ESOL English for Speaker of Other Languages NATECLA National Association of Teachers of English and other Community Languages to Adults Ofsted The Office for Standards in Education, Children's Services and Skills Contents
    [Show full text]
  • It's LGBT History Month
    Celebrate! it’s LGBT History Month Celebrate! LGBT issues and policy 25 Monitoring 27 Gender identity and awareness 30 Transgender statistics 31 Language and terminology 3 Welcome 33 Hate crime 4 LGBT facts and figures 6 What is LGBT History Month? Inside 9 Messages of solidarity LGBT equality at UCU 11 LGBT members’ standing committee A global 14 LGBT equality conference perspective report 35 International working 18 Snapshot of LGBT equality 40 World Aids Day 20 Pride and prejudice in education 41 HIV and work 21 Q&A – Rob Goodfellow 43 The EU and LGBT talks about LGBT equality equality 24 In remembrance of 46 Spotlight on migrants Gerard Kelly 47 Holocaust Memorial Day F UCU Celebrates lGbt History MontH F017 Get involved Welcome 48 Get involved, get active am a proud gay union activist 50 Training and have been so for many 51 LGBT calendar – iyears as a worker. For 25 years i key dates was a teacher and nUt member where i was a branch president and 53 LGBT equality resources a member of their lGbt working 55 We want to hear from you party. in 2008, i moved to work in prison education and joined UCU. since the 1980s, i have been involved in the work of schools oUt UK and lGbt history month, and for the last couple of years i have been honoured to hold the post of chair of trustees. this year we mark 50 years since the partial decriminalisation of male homosexuality. Many things have changed in the intervening years and many laws and attitudes changed; however there is still much to continue campaigning for and to fight to retain.
    [Show full text]