Description

South Africa remains a global leader in the legislative protection of individuals who engage in same-sex relations, yet many same-sex desiring teachers are forced to locate their sexualities privately for fear of being ostracized, bullied or losing their jobs. This volume reveals the various ways in which black South African male teachers construct their sexual and professional identities, how they accommodate structural dictates while simultaneously resisting them, and the effect this has on students. It challenges the Western origins and assumptions of queer theory and asks for more socially responsive theorizing within South African and international contexts.

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