European studies have consistently focussed on the challenges experienced by Lesbian, Gay and Bisexual (LGB) teachers as they endeavour to navigate a perceived dissonance between their personal and professional identities (Nixon, 2010; European Union, 2013; Connell, 2015, for example). In Ireland, these same tensions are also evident, particularly for teachers employed within the primary school system (Neary, 2012; Fahie 2016). Owing to a variety of complex historical and socio-cultural factors, all aspects of the Irish education system remain heavily influenced by denominational mores and values (Ferriter, 2012), particularly those of the Roman Catholic Church (Fahie, 2016).  Though publically funded, four of the five colleges of education in Ireland have overt religious ethos (Mary Immaculate College of Education, Marino Institute of Education, St. Patrick’s College of Education and Church of Ireland College of Education) and since the Roman Catholic Church, in particular, has stated that homosexuality was “intrinsically disordered” (Catechism of the Roman Catholic Church, 2003), LGB teachers’ professional identity (in)formation was often shaped by a profound disconnect between the implicit and explicit manifestations of normalcy/appropriateness in the denominational colleges and the LGB teacher’s own authentic sense of self (Fahie, 2012; Schmidt, Chang, Carolan-Silva, Lockhart and Anagnostopoulos, 2012). This paper highlights the tension between the need for a diverse teacher community and the denominational structures and systems which underpin Initial Teacher Education at primary level in Ireland. While, at European level,  the formative role of Initial Teacher Education in shaping teacher identity has been considered before (Schepens, Aelterman and Vlerick, 2009; Karlsson, 2013, for example), this research articulates the deep frustration and, indeed, anger expressed by a cohort of LGB teachers currently teaching in Irish primary schools in respect of, what they argue was, an absence of any meaningful, critical engagement with the relationship between minority sexualities and schooling. Though there is tangible evidence of emerging good practice in some of these colleges, experienced LGB teachers currently teaching in Irish schools have spoken of their own dissatisfaction at the manner in which LGB issues were addressed in ITE in previous years and the impact this had upon their own personal sense of teacher identity and upon the attitudes towards minority sexualities among teachers in general. This ongoing impact of the silence which surrounded any examination or exploration of sexuality in the context of initial teacher education and, what has been argued, was a resulting sense of personal and professional disconnect is central to this paper. The conceptual underpinning of the research draws upon Symbolic Interactionism (Mead, 1934) and Foucauldian conceptualisations of power (Foucault, 1998). Symbolic Interactionism focuses our attention on how we position ourselves in, and through, our interactions with others. It is a perspective which stresses the behaviour of the individual as a self-conscious and reflective being (Blumer, 1969). This reflexivity and introspection leads us to negotiate our roles within interpersonal dynamics based on our understanding of our interaction with others. Foucault’s (1998) exploration of society’s evolving attitudes towards, and understanding of, sexuality informs this study. In addition, his conceptualisation of power highlights how other dynamics are also at play within all interpersonal relationships and that, if we are to understand human interaction completely, we must focus on how power is exercised rather than possessed. Foucault (1991) suggests that, through the use of disciplinary technologies, the powerful seek to control, dominate, and regulate the behaviour of others. Since an imbalance of power is central to all forms of discrimination and harassment (Capondecchia and Wyatt, 2011), Foucault’s work facilitates a more nuanced understanding of the agentic and structural dynamics at play.

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