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Telling tales from the queer periphery: heteronormative discourses in Australian primary schools.

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Title: Telling tales from the queer periphery: heteronormative discourses in Australian primary schools.
Authors: Milenkovic, James1 (AUTHOR) james.milenkovic@live.vu.edu.au, Vicars, Mark1 (AUTHOR)
Source: Sex Education. May2026, Vol. 26 Issue 3, p376-387. 12p.
Subject Terms: *Psychology of teachers, *Elementary schools, *Occupational roles, *Discrimination (Sociology), *Interpersonal relations, *Cultural pluralism, LGBTQ+ people, Sexual orientation identity, Work environment, Homosexuality, Social stigma
Geographic Terms: Victoria
Abstract: This paper discusses how gay/queer educators in primary schools in the state of Victoria, Australia, can become entrapped in a network of differences, displacements, and deferrals from being positioned in relation to the straight cultural imaginary, and how such positioning produced varying degrees of anxiety about embodying a stigmatised identity. In line with a post-qualitative mode, we (re)situate ourselves as 'data' and reconstruct a series of professional experiences characterised by psychic fragmentation and discomfort vis-à-vis heteronormative discourses. We write with personal reminiscences as testimony to the bifurcation of the personal and professional, and to story ourselves out of the transitional spaces of disassociation, dis-identification, and differentiation that can occur when identity discourses collide. [ABSTRACT FROM AUTHOR]
Copyright of Sex Education is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
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  Data: Telling tales from the queer periphery: heteronormative discourses in Australian primary schools.
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  Data: *<searchLink fieldCode="DE" term="%22Psychology+of+teachers%22">Psychology of teachers</searchLink><br />*<searchLink fieldCode="DE" term="%22Elementary+schools%22">Elementary schools</searchLink><br />*<searchLink fieldCode="DE" term="%22Occupational+roles%22">Occupational roles</searchLink><br />*<searchLink fieldCode="DE" term="%22Discrimination+%28Sociology%29%22">Discrimination (Sociology)</searchLink><br />*<searchLink fieldCode="DE" term="%22Interpersonal+relations%22">Interpersonal relations</searchLink><br />*<searchLink fieldCode="DE" term="%22Cultural+pluralism%22">Cultural pluralism</searchLink><br /><searchLink fieldCode="DE" term="%22LGBTQ%2B+people%22">LGBTQ+ people</searchLink><br /><searchLink fieldCode="DE" term="%22Sexual+orientation+identity%22">Sexual orientation identity</searchLink><br /><searchLink fieldCode="DE" term="%22Work+environment%22">Work environment</searchLink><br /><searchLink fieldCode="DE" term="%22Homosexuality%22">Homosexuality</searchLink><br /><searchLink fieldCode="DE" term="%22Social+stigma%22">Social stigma</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Victoria%22">Victoria</searchLink>
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  Data: This paper discusses how gay/queer educators in primary schools in the state of Victoria, Australia, can become entrapped in a network of differences, displacements, and deferrals from being positioned in relation to the straight cultural imaginary, and how such positioning produced varying degrees of anxiety about embodying a stigmatised identity. In line with a post-qualitative mode, we (re)situate ourselves as 'data' and reconstruct a series of professional experiences characterised by psychic fragmentation and discomfort vis-à-vis heteronormative discourses. We write with personal reminiscences as testimony to the bifurcation of the personal and professional, and to story ourselves out of the transitional spaces of disassociation, dis-identification, and differentiation that can occur when identity discourses collide. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Sex Education is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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        Value: 10.1080/14681811.2025.2479670
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      – Code: eng
        Text: English
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        PageCount: 12
        StartPage: 376
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      – SubjectFull: Psychology of teachers
        Type: general
      – SubjectFull: Elementary schools
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      – SubjectFull: Occupational roles
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      – SubjectFull: Discrimination (Sociology)
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      – SubjectFull: LGBTQ+ people
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      – SubjectFull: Sexual orientation identity
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      – SubjectFull: Work environment
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      – SubjectFull: Homosexuality
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      – SubjectFull: Social stigma
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      – SubjectFull: Victoria
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      – TitleFull: Telling tales from the queer periphery: heteronormative discourses in Australian primary schools.
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              Text: May2026
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              Y: 2026
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