ABSTRACT Desexualized heteronormativity saturates most educational spaces. Thus, research on LGBTQ teachers tends to focus on the precarious and vulnerable work conditions produced by this norm. The aim of this article is to contribute to a shift in the tale(s) about LGBTQ teachers so that they are presented as subjects rather than victims. Three interviews of self-identified lesbian preschool teachers are read through the lenses of the philosophy of Biesta and queer pedagogy in order to elucidate how being a queer teacher is a positive experience, and to contribute to discussions about queer pedagogy. As positioned outside the heterosexual norm, the teachers have acquired experiences, perspectives, interests, sensitivities, and knowledge that they bring into the educational space. The article highlights how the presence of queer bodies in classrooms interrupts the dominant heterosexual norm. The article highlights how embodiments of non-confirmative gender stand out as a significant trait of queer pedagogy, inducing queer moments of uncertainty that make way for understanding gender and sexuality differently. These queering moments need to be extended to other excluding and limiting norms, such as those of race, class, ableness, and religion, in order to make way for subjectification of students and teachers.

中文翻译：

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去性化异性恋的破坏——酷儿认同作为教学资源

摘要 去性化的异性恋充斥着大多数教育空间。因此，对 LGBTQ 教师的研究往往侧重于这一规范所产生的不稳定和脆弱的工作条件。这篇文章的目的是改变关于 LGBTQ 教师的故事，使他们成为主体而不是受害者。通过 Biesta 哲学和酷儿教育学的镜头阅读了对自我认同的女同性恋学前班教师的三篇采访，以阐明成为酷儿教师是一种积极的体验，并促进有关酷儿教育学的讨论。由于位于异性恋规范之外，教师获得了他们带入教育空间的经验、观点、兴趣、敏感性和知识。这篇文章强调了教室里酷儿身体的存在如何打断了占主导地位的异性恋规范。这篇文章强调了非肯定性性别的体现如何作为酷儿教育学的一个重要特征脱颖而出，引发了不确定性的酷儿时刻，为以不同的方式理解性别和性行为铺平了道路。这些酷儿时刻需要扩展到其他排斥和限制的规范，例如种族、阶级、能力和宗教的规范，以便为学生和教师的主体化让路。