ABSTRACT The personal/professional boundary poses particular difficulties for LGB teachers because of the pervasive presumption of heterosexuality. Furthermore, the teaching profession’s concern with the care of children combines with reductive ideas about sexuality and gender identity to pose specific vulnerabilities for LGB teachers. In many contexts worldwide, legislative structures such as Civil Partnership and Marriage Equality are being introduced and this is changing the terms of recognition for LGB teachers. At the same time, deficiencies and ambiguities persist in employment legislation, often through religious exemptions that pose specific threats to LGB teachers. For many LGB teachers who enter into a legal structure such as marriage, these legislative gaps suddenly become more threatening. This paper makes a new and timely contribution by capturing how, across a seven-year time period in Ireland, LGB teachers have experienced three legislative moments – ‘Civil Partnership’, ‘Marriage Equality’ and the amendment of religious exemption 37.1 of the Employment Equality Act. Building from an analysis of three qualitative studies (2012, 2015 and 2018), this paper attends to some of the compromised conditions of legislative change and argues for closer attention to the micro-political texture of gender and sexuality in education contexts.

中文翻译：

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LGB 教师和 (Com) 承诺的立法变更条件

摘要 由于异性恋的普遍假设，个人/专业界限给 LGB 教师带来了特别的困难。此外，教师职业对照顾儿童的关注与关于性和性别认同的简化观念相结合，给 LGB 教师带来了特定的脆弱性。在世界范围内的许多情况下，正在引入民事伙伴关系和婚姻平等等立法结构，这正在改变对 LGB 教师的认可条款。与此同时，就业立法中仍然存在缺陷和模棱两可，通常是通过对 LGB 教师构成特定威胁的宗教豁免。对于许多进入婚姻等法律结构的 LGB 教师来说，这些立法漏洞突然变得更具威胁性。本文通过捕捉爱尔兰七年时间段内 LGB 教师如何经历三个立法时刻——“公民伙伴关系”、“婚姻平等”和《就业平等》的宗教豁免修正案 37.1，做出了新的及时贡献行为。基于对三项定性研究（2012、2015 和 2018）的分析，本文关注了立法变革的一些妥协条件，并主张更密切地关注教育背景下性别和性的微观政治结构。