Use this URL to cite or link to this record in EThOS: http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.694132
Title: The narrative of gay male teachers in contemporary Catholic Malta
Author: Borg, Jonathan
ISNI:       0000 0004 5990 0935
Awarding Body: University of Sheffield
Current Institution: University of Sheffield
Date of Award: 2015
Availability of Full Text:
Access from EThOS:
Full text unavailable from EThOS. Thesis embargoed until 01 Aug 2019
Access from Institution:
Abstract:
This thesis seeks to raise awareness of the pervasive heteronormativity of Maltese culture and on the effects that exclusionary practices may have on gay students and teachers. The culturally-saturating influence of the Roman Catholic faith in Malta, and the effects of a vigorously heterosexist society are chief elements which discourage Maltese homosexual educators from presenting their true sexuality to students, their parents, and teacher colleagues; in this and other related socio-cultural ways, Maltese gay teachers have thus been rendered an invisible presence in their schools. The study investigates the significance of being a gay teacher in contemporary Maltese culture through a set of narratives which reveal how five teachers construct and negotiate their personal and professional identities. The thematically-driven narratives themselves are made ‘transgressively’ (St Pierre, 1997) from an artistic re-casting of interview data as composite fictional accounts; in this way, the identities of the actual participants are invisible, whilst the issues that characterise their lives can be dramatically foregrounded. Each of the fictionalised narratives is followed by a critical deconstruction which both locates the story in the context of the literature and features the reflections of the interviewees themselves on the re-working and re-presentation of their life accounts. The accounts themselves tell of suffering and exclusion, of ambiguity but also of success; of experiences which are heavily conditioned by the sexuality of these teachers and by the context in which they are situated. The study concludes with an anticipation of the further research and of the developments in education policy which are needed if Maltese institutions are to realise the national commitment to inclusive cultures of schooling.
Supervisor: Clough, Peter ; Page, Jools Sponsor: Not available
Qualification Name: Thesis (Ph.D.) Qualification Level: Doctoral
EThOS ID: uk.bl.ethos.694132  DOI: Not available
Share: