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Homonormativity and celebrating diversity: Australian school staff involvement in gay-straight alliances

Grant, RF ORCID: 0000-0003-3007-0168, Beasy, K ORCID: 0000-0002-5998-1419 and Coleman, BJ ORCID: 0000-0003-0373-2269 2019 , 'Homonormativity and celebrating diversity: Australian school staff involvement in gay-straight alliances' , International Journal of Inclusive Education , pp. 1-16 , doi:

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With the growing acceptance and normalisation of same-sexattraction in the West, scholars from a range of fields havedocumented a ‘post-gay’ shift, or a decline in the significance ofsexual identity labels among youth. Despite this shift, lesbian, gay,bisexual, transgender, intersex and queer (LGBTIQ) youth continueto experience discrimination and harassment, particularly inschools. In this context, this article examines the role of studentgay-straight alliances (GSA) or ‘diversity groups’ in Australianschools. Most research on GSAs focuses on student experiences inthe North American context. In contrast, this article provides aunique exploration of teachers and staff involvement in schoolGSAs in Tasmania, Australia. Drawing on qualitative interviewswith teachers and staff, this article examines staff perceptionsand involvement in GSAs and the impact this may have onGSA function and success. Through thematic analysis, we identifythree common situations: active GSAs, inactive GSAs, andsingular event-based initiatives. We argue that neoliberal andhomonormative understandings of LGBTIQ-inclusion permeatestaff approaches to facilitating GSAs and impact on the potentialfor these groups to undertake the critical political work needed tobring about change in school contexts.

Item Type: Article
Authors/Creators:Grant, RF and Beasy, K and Coleman, BJ
Keywords: LGBTIQ, homonormativity, education, teacher
Journal or Publication Title: International Journal of Inclusive Education
Publisher: Routledge
ISSN: 1360-3116
DOI / ID Number:
Copyright Information:

Copyright 2019 Informa UK Limited, trading as Taylor & Francis Group. This is an original manuscript/preprint of an article published by Taylor & Francis in International Journal of Inclusive Education on 11 March 2019, available online:

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