{"title":"他们信任我，即使我是这样的汤姆\"：探索 LGBTQ+ 小学教师的性-职业身份交流","authors":"Nuntiya Doungphummes, Narongdej Phanthaphoommee","doi":"10.1080/09540253.2024.2389104","DOIUrl":null,"url":null,"abstract":"This study investigates the communication strategies employed by Thai LGBTQ+ primary school teachers to negotiate their identities. The Communication Theory of Identity was used to examine the inte...","PeriodicalId":12486,"journal":{"name":"Gender and Education","volume":null,"pages":null},"PeriodicalIF":2.0000,"publicationDate":"2024-08-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"‘They trusted me, even if I’m a tom like this’: exploring sexual-professional identity communication of LGBTQ+ primary schoolteachers\",\"authors\":\"Nuntiya Doungphummes, Narongdej Phanthaphoommee\",\"doi\":\"10.1080/09540253.2024.2389104\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"This study investigates the communication strategies employed by Thai LGBTQ+ primary school teachers to negotiate their identities. The Communication Theory of Identity was used to examine the inte...\",\"PeriodicalId\":12486,\"journal\":{\"name\":\"Gender and Education\",\"volume\":null,\"pages\":null},\"PeriodicalIF\":2.0000,\"publicationDate\":\"2024-08-07\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Gender and Education\",\"FirstCategoryId\":\"95\",\"ListUrlMain\":\"https://doi.org/10.1080/09540253.2024.2389104\",\"RegionNum\":3,\"RegionCategory\":\"教育学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q2\",\"JCRName\":\"EDUCATION & EDUCATIONAL RESEARCH\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Gender and Education","FirstCategoryId":"95","ListUrlMain":"https://doi.org/10.1080/09540253.2024.2389104","RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q2","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
‘They trusted me, even if I’m a tom like this’: exploring sexual-professional identity communication of LGBTQ+ primary schoolteachers
This study investigates the communication strategies employed by Thai LGBTQ+ primary school teachers to negotiate their identities. The Communication Theory of Identity was used to examine the inte...
期刊介绍：
Gender and Education grew out of feminist politics and a social justice agenda and is committed to developing multi-disciplinary and critical discussions of gender and education. The journal is particularly interested in the place of gender in relation to other key differences and seeks to further feminist knowledge, philosophies, theory, action and debate. The Editors are actively committed to making the journal an interactive platform that includes global perspectives on education, gender and culture. Submissions to the journal should examine and theorize the interrelated experiences of gendered subjects including women, girls, men, boys, and gender-diverse individuals. Papers should consider how gender shapes and is shaped by other social, cultural, discursive, affective and material dimensions of difference. Gender and Education expects articles to engage in feminist debate, to draw upon a range of theoretical frameworks and to go beyond simple descriptions. Education is interpreted in a broad sense to cover both formal and informal aspects, including pre-school, primary, and secondary education; families and youth cultures inside and outside schools; adult, community, further and higher education; vocational education and training; media education; and parental education.
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