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Dr. Aoife Neary

Biography

Aoife Neary (BSc, MA, PhD) is Lecturer in Sociology of Education in the School of Education, University of Limerick, Ireland. Drawing on feminist, queer and affect theory, her research explores the politics of gender and sexuality in schools and society. She held an Irish Research Council (IRC) Doctoral Scholar award (2011-2014) and has been an IRC New Foundations Awardee in 2013, 2014, 2015 and 2016. Most recently, she was PI/Academic Mentor on an IRC/Marie Curie co-funded CAROLINE project entitled Researching and Advocating for Quality Education: Achieving Equality for Transgender and Gender Diverse Youth in Schools (2018-2020), leading a team to produce the Gender Identity and Gender Expression E-Resource for Second-level Schools. She was formerly a second-level teacher of Physical Education and English (2003-2011). Since her appointment as Lecturer in Sociology of Education in 2014, she has been leading and teaching teacher education modules that explore equality and diversity from a sociological perspective. She is currently Co-Chair of the Faculty of Education and Health Sciences Equality, Diversity & Inclusion Committee at UL.

Research Interests

Broadly, my current research interests lie within and across the following areas:

Gender, Sexualities and Schooling.


School Culture and the Workings of Privilege
Feminist Post-strucutral and Queer Epistemologies and Methodologies
The Sociology of Emotionality

Teaching Interests

My teaching interests span the following areas: diversity, equality, power and privilege in schools and society; the intersections of gender, sexuality, social class, religion, race/ethnicity/nation and ability; cultural sociology; the sociology of emotion and affect; qualitative research methods.

Currently, I coordinate and teach two foundational studies modules with pre-service teachers: EN4025: Inclusive Education 1 and EN6183: Understanding Schools.


Professional Activities

Award

  • 2020 - Enterprise Ireland ERC Proposal Preparation (PI) (€12442)
  • 2020 - Junior Cycle Evaluation (One of 20 team members) (€284232)
  • 2019 - Government of Canada Insight Development Grant (Collaborator) (€33000)
  • 2018 - Irish Research Council Postgraduate Scholarship (as Co-Supervisor) (€24000)
  • 2018 - Irish Research Council Postgraduate Scholarship (as Co-Supervisor) (€24000)
  • 2018 - Researching and Advocating for Quality Education: Achieving Equality for Transgender and Gender Diverse Youth in Schools (as PI/Academic Mentor to Postdoctoral Fellow) (€174,018)
  • 2017 - Exploring Gender Identity and Gender Norms in Primary Schools (PI in Partnership with Transgender Equality Network of Ireland) (€19.902))
  • 2016 - Faculty of Education and Health Sciences Early Career Researcher Seed Funding (€1000)
  • 2015 - New Foundations: Teacher Education for Gender and Sexuality Diversity (€9980)
  • 2015 - UL Development Education Project (€6310 Joint Application)
  • 2014 - New Foundations Engaging Civic Society (€9,778)
  • 2014 - National Seminar Series Award (€1,440)
  • 2012 - New Foundations (€4816)
  • 2011 - Irish Research Council Postgraduate Scholarship 2011-2014 (€60,963)

Education

  • 2015 University of Limerick - PhD
  • 2010 University of Limerick - Master of Arts
  • 2003 University of Limerick - BSc

Employment

  • 2003 Department of Education and Skills - Post-Primary Teacher
  • University of Limerick - Lecturer in Sociology of Education

Association

  • Network Member, SPHE Educators Network
  • Board Member, Ubuntu Teacher Education Network
  • Member, European Conference for Educational Research
  • Irish Educational Studies Journal Peer Reviewer, Educational Studies Association of Ireland
  • Sexualities SIG Peer Reviewer, British Educational Research Association
  • Queer Studies SIG Member, American Educational Research Association

Committee

  • Irish Sexualities and Genders Research Network,
  • School of Education Research Committee,
  • Faculty of EHS Equality & Diversity Committee,

Other

  • International Advisory Board Member for Stonewall Cymru's Inclusive RSE Guide for Schools
  • International Advisory Board of Queer Studies and Education book series (Palgrave Macmillan)

Consultancy

  • NCCA - Co-opted Member of National Council for Curriculum and Assessment Relationship and Sexuality Education (RSE) Post-Primary Development Group
  • Oireachtas Education Committee - Invited consultant to Government/Oireachtas Education Committee RSE Review

Outreach

Research Collaborators

  • Prof. Mary Lou Rasmussen - Host Incoming Visitor - Australian National University -Australia
  • Dr Emily Gray - International Collaboration Type - Royal Melbourne Institute of Technology (RMIT) -Australia

Publications

Books

2017

LGBT-Q Teachers, Civil Partnership and Same-Sex Marriage: The Ambivalences of Legitimacy
Neary, A.
(2017) LGBT-Q Teachers, Civil Partnership and Same-Sex Marriage: The Ambivalences of Legitimacy
New York : Routledge

Book Chapters

2019

New trans* visibilities: working the limits and possibilities of gender at school
Neary, A.
(2019) New trans* visibilities: working the limits and possibilities of gender at school
In Trans Youth in Education ; Gilbert, J and Sinclair-Palm, J.(Ed.) London : Routledge

2019

Lesbian, gay and bisexual teachers' ambivalent relations with parents and students while entering into a civil partnership
Neary, A.
(2019) Lesbian, gay and bisexual teachers' ambivalent relations with parents and students while entering into a civil partnership
In Queer Teaching - Teaching Queer; London : Routledge

2019

Robot Babies, Young People and Pregnancy Prevention: Alternative Imaginings of Sexual Futures
Rasmussen, ML. and Neary, A.
(2019) Robot Babies, Young People and Pregnancy Prevention: Alternative Imaginings of Sexual Futures
In Cambridge Handbook of Sexual Development; Cambridge : Cambridge University Press

2014

Teachers and Civil Partnership: (Re)producing Legitimate Subjectivities in the Straight Spaces of Schools
Neary, A.
(2014) Teachers and Civil Partnership: (Re)producing Legitimate Subjectivities in the Straight Spaces of Schools
In Queer Teachers, Identity and Performativity ; Basingstoke : Palgrave Macmillan

Peer Reviewed Journals

2021

Trans and gender diverse youth resisting cisnormativity in school
McBride R.S.;Neary A.
(2021) Trans and gender diverse youth resisting cisnormativity in school
In Gender And Education;
DOI: 10.1080/09540253.2021.1884201
[ULIR]

2021

Trans children and the necessity to complicate gender in primary schools
Neary A.
(2021) Trans children and the necessity to complicate gender in primary schools
In Gender And Education;
DOI: 10.1080/09540253.2021.1884200
[ULIR]

2020

LGB teachers and the (Com)Promised conditions of legislative change
Neary A.
(2020) LGB teachers and the (Com)Promised conditions of legislative change
In Teaching Education;
DOI: 10.1080/10476210.2019.1708313
[ULIR]

2019

Complicating constructions: middle-class parents of transgender and gender-diverse children
Neary A.
(2019) Complicating constructions: middle-class parents of transgender and gender-diverse children
In Journal Of Family Studies;
DOI: 10.1080/13229400.2019.1650799
[ULIR]

2019

Critical imaginaries of empathy in teaching and learning about diversity in teacher education
Neary A.
(2019) Critical imaginaries of empathy in teaching and learning about diversity in teacher education
In Teaching Education;
DOI: 10.1080/10476210.2019.1649648
[ULIR]

2019

Marriage Equality Time: Entanglements of sexual progress and childhood innocence in Irish primary schools
Neary A.;Rasmussen M.
(2019) Marriage Equality Time: Entanglements of sexual progress and childhood innocence in Irish primary schools
In Sexualities;
DOI: 10.1177/1363460719861819
[ULIR]

2018

Lesbian, Gay and Bisexual teachers' negotiations of civil partnership and schools: ambivalent attachments to religion and secularism
Neary, A;Gray, B;O'Sullivan, M
(2018) Lesbian, Gay and Bisexual teachers' negotiations of civil partnership and schools: ambivalent attachments to religion and secularism
In Discourse Studies in the Cultural Politics of Education; ABINGDON : ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD pp. 434-447
DOI: 10.1080/01596306.2016.1276432
[ULIR]

2018

New trans* visibilities: working the limits and possibilities of gender at school
Neary, A
(2018) New trans* visibilities: working the limits and possibilities of gender at school
In Sex Education-Sexuality Society And Learning; ABINGDON : ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD pp. 435-448
DOI: 10.1080/14681811.2017.1419950

2017

LGB Teachers' Ambivalent Relations with Parents and Students While Entering into a Civil Partnership
Neary, A.
(2017) LGB Teachers' Ambivalent Relations with Parents and Students While Entering into a Civil Partnership
In Irish Educational Studies;
DOI: 10.1080/03323315.2017.1289702

2016

A Queer Politics of Emotion: Reimagining Sexualities and Schooling
Neary, A., Gray, B. and O'Sullivan, M.
(2016) A Queer Politics of Emotion: Reimagining Sexualities and Schooling
In Gender And Education;
DOI: 10.1080/09540253.2015.1114074
[ULIR]

2016

Civil Partnership and Marriage: LGBT-Q Political Pragmatism and the Normalisation Imperative
Neary, A.
(2016) Civil Partnership and Marriage: LGBT-Q Political Pragmatism and the Normalisation Imperative
In Sexualities; pp. 726-739
DOI: 10.1177/1363460715616943
[ULIR]

2013

Lesbian and gay teachers' experiences of 'coming out' in Irish Schools
Neary, A.
(2013) Lesbian and gay teachers' experiences of 'coming out' in Irish Schools
In British Journal Of Sociology Of Education; pp. 583-602
DOI: http://dx.doi.org/10.1080/01425692.2012.722281
[ULIR]

Other Journals

2020

The Post-Primary School Experiences of Transgender and Gender Diverse
McBride, R-S, Neary, A., & Lacey, V.
(2020) The Post-Primary School Experiences of Transgender and Gender Diverse
In Sexual Health News ;

2019

Gender, Sexuality & Bullying Special Issue Editorial
Ging, D. & Neary, A.
(2019) Gender, Sexuality & Bullying Special Issue Editorial
In International Journal of Bullying Prevention ; pp. 227-230

2018

Exploring Gender Identity and Gender Norms in Primary Schools
Neary, A. & Cross, C.
(2018) Exploring Gender Identity and Gender Norms in Primary Schools
In Sexual Health News ;

2012

Same-sex Relationship Recognition and the Weight of Heteronormative Expectation
Neary, A.
(2012) Same-sex Relationship Recognition and the Weight of Heteronormative Expectation
In Limerick Student Journal of Sociology;

Conference Publications

2013

New Foundations: School 'Ethos' and LGBT Sexualities
Neary, A.
(2013) New Foundations: School 'Ethos' and LGBT Sexualities

[ULIR]

Published Reports

2020

The Post-Primary School Experiences of Transgender and Gender Diverse Youth in Ireland
McBride, R-S, Neary, A., Gray, B & Lacey, V.
(2020) The Post-Primary School Experiences of Transgender and Gender Diverse Youth in Ireland
Limerick : University of Limerick

2018

Exploring Gender Identity and Gender Norms in Primary Schools
Neary, A. and Cross, C.
(2018) Exploring Gender Identity and Gender Norms in Primary Schools
Limerick : University of Limerick and Irish Research Council
DOI: http://hdl.handle.net/10344/6889

2017

Exploring Homophobia and Transphobia in Primary Schools in Ireland
Neary, A., Irwin-Gowran, S. and McEvoy, E.
(2017) Exploring Homophobia and Transphobia in Primary Schools in Ireland
Limerick : University of Limerick and Gay and Lesbian Equality Network
[ULIR]

2014

Unravelling 'Ethos' and Section 37(1): The Experiences of LGBTQ Teachers
Neary, A.
(2014) Unravelling 'Ethos' and Section 37(1): The Experiences of LGBTQ Teachers

DOI: http://www.ul.ie/eps/node/1081
[ULIR]

Blogs

2019

LGBTQI+ Diversity Work in Teacher Education
Neary, A.
(2019) LGBTQI+ Diversity Work in Teacher Education

Thesiss

2014

Teachers and Civil Partnership in Ireland: Ambivalent Promises of Legitimacy
Neary, A.
(2014) Teachers and Civil Partnership in Ireland: Ambivalent Promises of Legitimacy

DOI: http://ulir.ul.ie/handle/10344/4273