Homo- and bisexual teachers' ways of relating to the heteronorm

Abstract

Although legislation has made achievements to strengthen the rights of homosexual people in many European countries, the school setting seems to be a place where it can be hard to be open as a homosexual person. This article presents articulations of what it is to be homo- or bisexual as a teacher, based on a discourse analysis. The empirical material suggests two different discursive approaches described as vigilance and resource, suggesting different realities of these teachers. It is interpreted that it is not enough only to rely on laws and a positive mind-set of the general public. An explicit support from colleagues is suggested to be crucial to facilitate this group's prerequisites to participate equally compared to norm conforming colleagues.