This book presents an exploration of heteronormative discursive practices in the English countryside. A lesbian teacher describes her experiences in the rural school community in which she lived and worked. She prospered at the village school for almost ten years by censoring her sexuality and carefully managing the intersection between her private and professional identities. However, when a critical incident led to the exposure of her sexuality at school, she learned the extent to which the rural school community privileged and protected the heteronormative discourse. An autoethnographic method of inquiry provides intimate insight which is supported by external data, including email and text message correspondence. As the critical incident eventually became a police matter, police records and evidence from the UK Crown Prosecution Service were sought for use in the research. However, the collection of these data proved problematic, providing an unexpected development in the research and offering additional insight into the nature of rural life. This research offers a vivid insider perspective on the experiences of a lesbian teacher in a rural school community. It examines the incompatibility of private and professional identities, investigates the moral panic that surrounds teacher sexuality in schools and considers the impact of homophobic and heteronormative discursive practices on health, wellbeing and identity. Crucially, this research offers compelling insight into the steps that those in positions of power will take to protect and perpetuate the heteronormative discourse of rural life.

Zusammenfassung: This book draws together writers from various backgrounds to discuss issues that affect those working in rural social work settings, on themes ranging from current issues that are common to rural localities (including those arising from the Covid-19 pandemic) to future challenges. Common themes that run through all the chapters and hold them together include community and place, stigma and alienation, inequality and social justice, and the environment. Several of the chapters include a strong user voice and challenge cis-heteronormative and other stereotypes of rural life by celebrating diversity in these communities. The book will therefore be invaluable to rural practitioners, students studying to work in rural settings and their educators, as well as rural sociologists and policy makers. Colin Turbett was a front line social worker and manager in the West of Scotland for 40 years. He has authored various papers and a book on rural social work, as well as other published work on critical/radical social work themes. Jane Pye is a Lecturer in Social Work at Lancaster University, UK

Pretended is a vivid historical, political and cultural account of schools and teaching under Section 28, a law that banned schools in the UK from promoting homosexuality as a 'pretended family relationship'. Catherine Lee was a teacher in schools for each of the 15 years that Section 28 was law (between 1988 and 2003). In Pretended, she considers the landscape for lesbian and gay teachers leading up to, during and after Section 28. Drawing on her diary entries from the Section 28 era, Lee poignantly recalls the challenges and incidents affecting her and thousands of other teachers during this period of state-sanctioned homophobia. She reveals how these diaries led to her involvement in the 2022 feature film Blue Jean, and describes how this unexpected opportunity helped her to make peace with Section 28. Pretended will resonate with every lesbian and gay teacher who experienced Section 28 and will shock those who previously knew nothing about this law. Crucially, Pretended will explain to those who were lesbian and gay students during Section 28 why they never saw people like them in the curriculum, never had a role model and never had an adult in school to talk to about their identity.

This updated second edition unpacks the discussions surrounding the finest qualitative methods used in contemporary educational research. Bringing together scholars from around the world, this Handbook offers sophisticated insights into the theories and disciplinary approaches to qualitative study and the processes of data collection, analysis and representation, offering fresh ideas to inspire and re-invigorate researchers in educational research.

Making Sense of Mass Education provides a contemporary analysis of the ideas and issues that have traditionally dominated education research, challenging outdated preconceptions with fundamental theory and discussion. It takes a demythologising approach in assessing these issues and their relevance to schooling and education in Australia. This text examines the cultural context of education and the influence of external media and new technologies, and highlights the many forms of discrimination in education, including social class, race and gender. It looks at alternative approaches to education, including the repercussions of gathering data to measure school performance, and considers the intersection of ethics and philosophy in classroom teaching. The fourth edition expands on these issues with three new chapters: on sexuality, children's rights, and neoliberalism and the marketisation of education. Each chapter challenges and breaks down common myths surrounding these topics, encouraging pre-service teachers to think critically and reflect on their own beliefs.

This timely book explores how various feminist perspectives fruitfully explain women’s experience of educational leadership, drawing on a contemporary conceptualisation of fourth-wave feminism that is intersectional and inclusive. The book asks which and whose feminist theory is used to explain gender and feminism in educational leadership, management and administration (ELMA): the scholar’s, the research participant’s or a combination of the two in the co-construction of knowledge from an intersectional feminist perspective. It conceptualises intersectional and inclusive feminist perspectives on educational leadership, theorising research through a Black British feminist perspective, a gender and Islamic perspective and a queer theory perspective, depending on the self-identification of participants. It explores digital feminism and men’s pro-feminism. The book identifies feminist leadership praxis as a focus for future research and explores how leaders can draw on funds of knowledge, identity cultural wealth and lead and educate diverse populations of students. Highlighting the importance of intersectional feminist perspectives in ELMA, the book will appeal to scholars, researchers and postgraduate students in the fields of inclusive educational leadership and management, gender studies and feminism.

This groundbreaking book brings creative writing to social research. Its innovative format includes creatively written contributions by researchers from a range of disciplines, modelling the techniques outlined by the authors. The book is user-friendly and shows readers: • how to write creatively as a social researcher; • how creative writing can help researchers to work with participants and generate data; • how researchers can use creative writing to analyse data and communicate findings. Inviting beginners and more experienced researchers to explore new ways of writing, this book introduces readers to creatively written research in a variety of formats including plays and poems, videos and comics. It not only gives social researchers permission to write creatively but also shows them how to do so.

This edited volume looks at the reproduction and transformation of family norms in contemporary times. Set against a context of far-right politics calling for a return to more conservative identity politics and family norms, and building on late 20th century social movements which challenged essentialist and functionalist understandings of identities and families, it considers a variety of non-traditional family structures. Written by scholars based in Argentina, Ghana, Italy, Portugal, the UK, and the USA, the chapters question what 'counts' as a family in contemporary times and considers how the discourses of power which operate in institutional and geographical contexts impact how families are recognized and valued. The book includes analysis of non-traditional and non-heteronormative families such as single-parent families, childless families, families with animal companions, LGBTQ families, families across the Global South, mixed heritage families and families of friends. Drawing on post-structuralist, critical, and feminist theories the contributors discuss how power relationships linked to gender, class, ethnicity, sexuality, dis/ability and other in/equalities intersect and operate in defining what counts as a family.

This volume explores the creative and thoughtful ways in which researchers have adapted methods and rethought relationships in response to challenges arising from crises such as the COVID-19 pandemic, disasters or violent conflict.