'Queer goings-on': An Autoethnographic account of the experiences and practice of performing a queer pedagogy

In this paper, I use autoethnography to reconstruct scenes from my experiences of working as a teacher of English and Drama in an international British Curriculum Secondary school. I employ literary and poetic devices to create an impression of the experiences of performing a Queer pedagogy and focus on a series of incidents to tell of the ways in which the rigid dichotomies of identity are policed within educational settings. In this paper, I question one key incident in an attempt to illustrate the ethical and moral dilemma faced when the division between sexuality and pedagogy, teacher and student is breached. I attempt to tell of the relationship of the periphery to the centre and of the tensions that emerge when a heteronormative regime is resisted