{"id":1059,"date":"2022-12-07T16:50:11","date_gmt":"2022-12-07T16:50:11","guid":{"rendered":"http:\/\/blog.soton.ac.uk\/edpsych\/?p=1059"},"modified":"2022-12-07T16:51:55","modified_gmt":"2022-12-07T16:51:55","slug":"what-can-teachers-do-to-challenge-heteronormativity-a-systematic-literature-review","status":"publish","type":"post","link":"https:\/\/blog.soton.ac.uk\/edpsych\/2022\/12\/07\/what-can-teachers-do-to-challenge-heteronormativity-a-systematic-literature-review\/","title":{"rendered":"What can Teachers do to Challenge Heteronormativity? A Systematic Literature Review (2022)"},"content":{"rendered":"<p><strong>Authors: <\/strong>: Beckett Markland, Cora Sargeant and Sarah Wright<br \/>\n<strong>Published:<\/strong> 2022<br \/>\n<strong>Publication:<\/strong> Psychology of Sexualities Review<\/p>\n<p style=\"background-color: #f2f2f2;padding: 10px\">Research indicates there is a gap between teachers\u2019 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.<\/p>\n<p>This is a pre-publication version of the following article:<\/p>\n<p><span class=\"authors\">Markland, B., Sargeant, C. &amp; Wright, S.<\/span>&nbsp;<span class=\"date\">(2022)<\/span> What can Teachers do to Challenge Heteronormativity? A Systematic Literature Review. <em>Psychology of Sexualities Review<span class=\"serial_title\">, 13<\/span><\/em><span class=\"serial_title\">(1)<\/span><em><span class=\"serial_title\">, <\/span><\/em><span class=\"serial_title\">43<\/span><span class=\"serial_title\">-68.<\/span><\/p>\n<p><a href=\"http:\/\/blog.soton.ac.uk\/edpsych\/files\/2022\/12\/Pre-print-manuscript-What-can-teachers-do-to-challenge-heteronormativity.pdf\">Download (pre-publication version)<\/a><\/p>\n","protected":false},"excerpt":{"rendered":"<p>Authors: : Beckett Markland, Cora Sargeant and Sarah Wright Published: 2022 Publication: Psychology of Sexualities Review Research indicates there is a gap between teachers\u2019 positive beliefs about LGBTQ+ inclusive education and how they demonstrate this in practice. Teachers often feel &hellip; <a href=\"https:\/\/blog.soton.ac.uk\/edpsych\/2022\/12\/07\/what-can-teachers-do-to-challenge-heteronormativity-a-systematic-literature-review\/\">Continue reading <span class=\"meta-nav\">&rarr;<\/span><\/a><\/p>\n","protected":false},"author":58097,"featured_media":0,"comment_status":"closed","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"ngg_post_thumbnail":0,"footnotes":""},"categories":[449988],"tags":[1003886,1003951],"class_list":["post-1059","post","type-post","status-publish","format-standard","hentry","category-lgbtq","tag-published-article","tag-systematic-literature-review"],"_links":{"self":[{"href":"https:\/\/blog.soton.ac.uk\/edpsych\/wp-json\/wp\/v2\/posts\/1059","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/blog.soton.ac.uk\/edpsych\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/blog.soton.ac.uk\/edpsych\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/blog.soton.ac.uk\/edpsych\/wp-json\/wp\/v2\/users\/58097"}],"replies":[{"embeddable":true,"href":"https:\/\/blog.soton.ac.uk\/edpsych\/wp-json\/wp\/v2\/comments?post=1059"}],"version-history":[{"count":2,"href":"https:\/\/blog.soton.ac.uk\/edpsych\/wp-json\/wp\/v2\/posts\/1059\/revisions"}],"predecessor-version":[{"id":1063,"href":"https:\/\/blog.soton.ac.uk\/edpsych\/wp-json\/wp\/v2\/posts\/1059\/revisions\/1063"}],"wp:attachment":[{"href":"https:\/\/blog.soton.ac.uk\/edpsych\/wp-json\/wp\/v2\/media?parent=1059"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/blog.soton.ac.uk\/edpsych\/wp-json\/wp\/v2\/categories?post=1059"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/blog.soton.ac.uk\/edpsych\/wp-json\/wp\/v2\/tags?post=1059"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}