The Lived Experiences of Queer* Teachers in İstanbul within the Scope of Institutionalized Heteronormativity and Neoliberal School Policies

Even though the challenges that Queer* employees face in the workplace because of their intersecting identities of gender, sexuality, race, and class continue to be one of the rarely studied topics in social sciences, there has been a resurgence of interest in recent years, concerning how Queer* teachers experience the conflation of their sexual and professional identities. Informed by the recognition that schools are one of the most representative prototypes of gendered organizations with their ever-adapting regimes of inequality, this study is motivated by the question of how Queer* teachers in İstanbul deal with the enduring institutionalized homophobia, which has only got worse in terms of its silencing and pathologizing mechanisms. Claiming one of the fundamental functions of schools to establish strictly heteronormative spaces of learning, where any form of gender nonconformity or sexual dissidence stands before disciplinary punishment or reprimand from other students and teachers, I have examined the current working conditions of Queer* teachers in İstanbul within the contexts of schools, which compel Queer* teachers to abide by their institutionalized rules and norms of compulsory heterosexuality. This study attempts to learn what kind of experiences Queer* teachers in İstanbul articulate regarding the conundrum of being forced into presenting themselves as non-sexualized and non-gendered professional figures, as neoliberal policies and capitalist expectations of a rigid separation between professional identities and personal lives of workers continue to negatively affect the occupational well-being of Queer* teachers. A careful analysis of the interviews has revealed that the Queer* teachers in İstanbul are burdened with the aesthetic labor they are constantly expected to perform due to the emergent neoliberal schemes of professionalism and that they suffer under closely monitoring mechanisms of heteronormative school policies and work climates.

Dimensions of Culturally-Intensive STEM Education

Disenfranchisement of indigenous Pacific voices from STEM limits self-determination and the development of Pacific-led solutions to regional challenges. To counteract this trend, Chaminade University's Inclusive Excellence program delivers culturally-sustaining STEM education focused on sense of belonging and family/community engagement. It seeks to authentically enculturate curriculum, pedagogy, and practice to privilege and separate Western and indigenous epistemologies and to provide deeply immersive non-academic support. This chapter discusses the imperatives for sustained, system-wide commitment to culture-based STEM education, theoretical and cultural frameworks guiding this paradigm, examples of IE program processes and practices, and a review of outcomes. Finally, next level challenges are considered: student experiences in structurally racist systems beyond the Pacific support bubble, tensions between providing opportunity and perpetuation of regional talent drains, and the implications of asking young scientists to balance cultural and professional identities.

Ciało i naród. O doświadczaniu uczestnictwa i pozycjonowaniu antropologa w terenie

This article offers reflections arising from my three-year field research with the Ukrainian diaspora in two Canadian cities. Drawing on this field experience, I present the body as a research tool and the impact of work performed by the ethnographer’s body. I discuss my multi-sensory field experience and the experience of participation, which are inter- twined with the increasingly important issue of ethnographer’s positionality in the field, and – in my view – the utopian freedom to choose or negotiate professional identities. My considerations are embedded within the insider-outsider dialectics (not opposition) and point to the contextual “nativeness” and “strangeness” of the researcher. I claim that the act of attribution of social class and ethnicity by our field partners influences our field- work and may have long-lasting consequences in the ethnographer’s later life, including their private life. I also discuss the fluidity and contextuality of a researcher’s familiarity with their field, including research situations where fieldwork is done with “one’s own people” or in cooperation with “one’s own people”, i.e. when and how familiarity is trans- formed into strangeness.

The Working Culture of Legal Aid Lawyers: Developing a ‘Shared Orientation Model’

This paper critically explores the working culture of legal aid lawyers and develops a novel ‘Shared Orientation’ model to better understand contemporary legal aid work and its workers. Set within a context of changing professional identities, a shrinking industry and financial constraints, the paper draws on ethnographic and interview data conducted with a high-street firm, multiple courtrooms and a law centre. It examines the emerging relevance and applicability of this new conceptual lens, refocusing the gaze on working life in fissured legal workplaces. It is argued that the ‘Shared Orientation’ model upholds multiple functions. Firstly, it captures the cultural heterogeneity of the legal aid profession, across civil-criminal and solicitor-barrister remits alike. Secondly, the model functions as a form of cohesive coping mechanism in response to the changing professional identity of the legal aid lawyers. Moreover, the ‘Shared Orientation’ offers unity as a way of functioning in an otherwise fragmented profession through its preservation of working culture ideals.

The work is the talk: Collaboration and power in tertiary language advisory practice

The field of workplace communication has grown in the past 20 years to encompass the negotiation of identities and the role of power in collaboration. Nonetheless, identity struggles at work remain an underexplored phenomenon, particularly for emerging or marginalised professional groups such as tertiary language and learning advisors (TLAs) in higher education. In this article, we explore how challenges encountered in collaboration between TLAs and content specialist academics (CSs) in an Australian tertiary setting can impact the negotiation of professional identities as well as the success of the work. We draw on transcripts of meeting talk from two novice TLAs as they negotiate collaborative work with one CS in a postgraduate subject, and we use critical discourse analysis to demonstrate how power discursively manifests in the meetings. The study sheds new light on the complexities of collaborative work, manifested through interactions, in hierarchical professional environments.