Authors: : Beckett Markland, Cora Sargeant and Sarah Wright
Published: 2022
Publication: Psychology of Sexualities Review
Research indicates there is a gap between teachers’ positive beliefs about LGBTQ+ inclusive education and how they demonstrate this in practice. Teachers often feel limited in their capacity to implement inclusive practices, constrained by dominant heteronormative narratives in schools. Through a three-stage thematic synthesis approach, a review was conducted to explore: what can teachers do to challenge heteronormativity? The developed themes indicate that teachers can work strategically within their community context, integrate non-normative representations throughout the curriculum, role model inclusivity and acts of social justice, and facilitate a co-constructive learning environment. These themes are discussed in the context of facilitators and barriers around LGBTQ+ inclusive education, leading to a discussion of implications relevant to educators across a range of settings.
This is a pre-publication version of the following article:
(2022) What can Teachers do to Challenge Heteronormativity? A Systematic Literature Review. Psychology of Sexualities Review, 13(1), 43-68.
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