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“Because I live it.”: LGB teacher identities, as professional, personal, and political

Llewellyn, A.

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Whilst protected by equality laws, lesbian gay and bisexual (LGB) teachers have varying experiences within United Kingdom schools. Schools are predominantly heteronormative, moreover LGB has been positioned as in conflict with discourses of childhood innocence. However, recently there is more expectation of inclusion of diverse gender and sexualities. Although how this is enacted is inconsistent within and between schools. By drawing on interview data conducted in 2020, this research analyses the experiences of LGB teachers. Moreover, it brings together two bodies of literature that do not often speak to each other—research that explores teacher identity and research that centers LGB teacher identity. Findings suggest there are commonalities between these bodies of research, for instance around the importance of ‘being yourself’ and of teachers’ past experiences. However, there is special significance for LGB teachers whose identities have historically been denied in schools, because of their sexual identity. In addition, there is the expectation under neoliberalism of individuals actioning inclusion. As such, the LGB teacher may become a pedagogical resource. None of this is equally available, although marketized notions of diversity place responsibility onto the individual. In their actions, the LGB teacher identity is always professional, personal and political.


Llewellyn, A. (2023). “Because I live it.”: LGB teacher identities, as professional, personal, and political. Frontiers in Education, 8, 1-12.

Journal Article Type Article
Acceptance Date Jul 3, 2023
Online Publication Date Jul 20, 2023
Publication Date Jul 20, 2023
Deposit Date Jul 20, 2023
Publicly Available Date Aug 18, 2023
Journal Frontiers in Education.
Electronic ISSN 2504-284X
Publisher Frontiers Media
Peer Reviewed Peer Reviewed
Volume 8
Pages 1-12
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Copyright Statement
© 2023 Llewellyn. This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) and the copyright owner(s) are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.

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