The Precarity of LGBTQ Catholic (Religious) Educators: A Theological Provocation to Teaching as a Call
This article addresses a gap in research on LGBTQ inclusion in Catholic schools that has largely been silent on the experiences of non-heterosexual Catholic teachers. I consider how Judith Butler’s conception of precarity sheds light on the complex positionality of LGBTQ Catholic (religious) educato...
| Auteur principal: | |
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| Type de support: | Électronique Article |
| Langue: | Anglais |
| Vérifier la disponibilité: | HBZ Gateway |
| Journals Online & Print: | En cours de chargement...
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| Fernleihe: | Fernleihe für die Fachinformationsdienste |
| Publié: |
Routledge, Taylor & Francis Group
2021
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| Dans: |
Religious education
Année: 2021, Volume: 116, Numéro: 5, Pages: 454-466 |
| Sujets non-standardisés: | B
Heteronormativity
B LGBTQ Catholic teachers B Precarity B Vocation B recognizability |
| Accès en ligne: |
Volltext (lizenzpflichtig) |
| Résumé: | This article addresses a gap in research on LGBTQ inclusion in Catholic schools that has largely been silent on the experiences of non-heterosexual Catholic teachers. I consider how Judith Butler’s conception of precarity sheds light on the complex positionality of LGBTQ Catholic (religious) educators in the heteronormative setting of Catholic schools. This precarity, I argue, ought to provoke us to reclaim an incarnational theology of teaching as a call, which counters a restrictive language of ministerial identity that has been used against them to maintain the heteronormative ecclesial discourse on sexuality in the Catholic church. |
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| ISSN: | 1547-3201 |
| Contient: | Enthalten in: Religious education
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| Persistent identifiers: | DOI: 10.1080/00344087.2021.1985757 |