What can teachers do to challenge heteronormativity? A systematic literature review
What can teachers do to challenge heteronormativity? A systematic literature 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 review was conducted by a doctoral student, referred to henceforth as the researcher, under the supervision of two tutors from the same University. This review was conducted by a doctoral student, referred to henceforth as the researcher, under the supervision of two tutors from the same University.
43-68
Sargeant, Cora
b2235859-1454-4d8b-8098-a539eea3a1ca
21 September 2022
Sargeant, Cora
b2235859-1454-4d8b-8098-a539eea3a1ca
Sargeant, Cora
(2022)
What can teachers do to challenge heteronormativity? A systematic literature review.
Psychology of Sexualities Review, 13 (1), .
(doi:10.53841/bpssex.2022.13.1.43).
Abstract
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 review was conducted by a doctoral student, referred to henceforth as the researcher, under the supervision of two tutors from the same University. This review was conducted by a doctoral student, referred to henceforth as the researcher, under the supervision of two tutors from the same University.
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Published date: 21 September 2022
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Local EPrints ID: 481000
URI: http://eprints.soton.ac.uk/id/eprint/481000
ISSN: 2047-1475
PURE UUID: 37726573-c23a-4bcd-aec5-68ed9d004ce2
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Date deposited: 14 Aug 2023 16:57
Last modified: 17 Mar 2024 04:03
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