In institutional contexts, the emphasis on diversity is increasingly seen as a way of encompassing issues of gender and sexuality, and of encouraging politics of visibility and representation that celebrate the multiplicity of identities, and the joy of both embodying them and living with them (Ahmed, 2012). This tendency, if it produces preventive effects on LGBTQI-phobic violence and is part of a certain interpretation of "pride", is sometimes denounced by the workers concerned, as well as by activists, as an imperative, an order that would demand a pantomime of happiness and gratitude (ibid.) : "oh, what a joy to be seen and included !", is what people involved are sometimes supposed to express. 
However, this sense of diversity also questions the effects it can have on those who are supposed to embody this diversity, and loudly claim it, especially by being "out" (Sedgwick, 1990) in sometimes reactionary or hostile institutions. What about those who are asked to hold a standard of being the safe-diversity-poster person, of being reassuring, or even, similar to certain pupils and patients (Bourlez, 2018; Horvitz, 2011). The question then arises of the tension between this sense of diversity, and the possible encounter that can occur between teachers and students, or therapists and queer patients, believing they recognize each other, or expected to. What room then is left for alterity, and what temporing to the framework might the shift from complicity to connivance imply?

This paper is based on exploratory interviews, conducted with lesbian psychologists (refering to a psychoanalytical approach in their practices) and academic teachers, using a non-directive clinical approach. Their generational position and the institutional context of their practice is also taken into account. The contextualization of this reflexion also required a semiotic and qualitative analysis of social network posts (mainly from Twitter), and references to queer theory on pedagogy and therapy.

By moving away from an attempt to interpret identity issues and their contemporary terms, this paper aims instead to interrogate what is at stake in negotiation and performativity in a professional context (Hilbold, 2019), in this friction between the necessity for political support and transference complexity and dangers (Freud, 1915). What emerges from these interviews is a tension between responding to a demand for safe spaces, and the necessarily risky dimension of the analytic and pedagogical relationships. The theme of shame and the possible crushing of the expression of an internalized hatred are also present.

Ahmed (2012). On being included. Duke University Press. Bourlez (2018). Queer psychanalyse. Hermann Freud (1915). Observations sur l'amour de transfert. In : La technique psychanalytique. PUF. Halperin & Traub, ed. (2010). Gay Shame. Chicago University Press. Hilbold (2019). Comment contenir les crispations « identitaires » au sein de l’équipe d’un multi-accueil parisien ? Monographie d’une structure d’accueil de la petite enfance. Carrefours de l'éducation, 48, 107-120. Horvitz, ed. (2011). Queer Girls In Class: Lesbian Teachers And Students Tell Their Classroom Stories. Counterpoints.