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WEBINAR ENDED
· 1 hour

Sexuality and identity: LGBTQ+ teachers in training and practice POSTPONED NEW DATE TBC

Mon, Jan 18, 2021 · 1:00 PM · London
About This Webinar

POSTPONED NEW DATE TBC
Unfortunately the webinar has been postponed due to health. We will send out new details shortly.

This webinar brings together expertise around sexualities and identities from both teacher training and teaching in secondary school contexts. Dr Kate Russell and Dr Holly Henderson bring together their work exploring the experiences of LGBTQ+ trainee teachers in Australia and LGBT identified secondary state school teachers in the UK. Both presentations situate their work within the complex, heteronormative, and often restrictive spaces of schools to explore how LGBTQ+ identified teachers navigate their training and professional lives. Both projects give insight into the specific worlds of trainees and teachers and how LGBTQ+ status intersects with professional identities and educational expectations of becoming and then being a teacher. The webinar will provide interest to those in teacher training contexts, schools, colleges, and higher education settings.

Who can view: Everyone
Webinar Price: Free
Featured Presenters
Webinar hosting presenter
Dr
Kate Russell is an Associate Professor in Physical Education and Sport and joined UEA in 2015. Her research areas explore gender and sexualities in sport, health, and other education contexts. She also explores the role of sexualities and identities among teacher training settings. Her work in teacher training has extended to explore the mental health needs of trainee teachers from the perspectives of trainees, teacher training providers, and school mentors. This work also explores the possibility of developing a programme of support specifically for trainees in the future with a focus on mindfulness. Kate also practices and teaches mindfulness to a range of students, staff and the general public.
Webinar hosting presenter
Dr
Holly Henderson joined Nottingham as an Assistant Professor in Education in 2019. She previously held positions at the University of Birmingham, following the completion of her ESRC-funded doctorate, and she began her career teaching in the Further Education sector. Her research and teaching focus broadly on sociological issues of inequality in education. In particular, she is interested in access to and experiences of post-compulsory and higher education. Her research is theoretically informed by social geographies, which enable analysis of the ways in which place, space and mobilities structure educational possibility. She has also researched the experiences of LGBT-identified teachers working in UK secondary schools and is interested in theoretical and narrative approaches to teacher identity.
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