Teaching and LGTBIQ+ Inclusion: Review of research on queer pedagogical practices in schools

Abstract

The questioning of sexual normality, the destabilization of hegemonic discourses that have constructed desire, the body and identities, are just some of the characteristics of a queer pedagogical praxis (Britzman, 2002). Based on this, the article presents a systematic review of empirical studies on queer and inclusive pedagogical practices of sexual diversity. For this, 40 articles from different geographical contexts were analyzed, published between 2000 and 2020 following partially, and from a queerness exercise applied to the PRISMA protocol (Moher et al., 2015). The analysis shows that teachers who develop these queer pedagogical praxis do so motivated by a personal interest arising from their life stories and ethical convictions. A series of barriers to queer pedagogical praxis are identified that condition their development, which is expressed in silencing curricula, teachers' perceptions of parental vigilance and incipient educational policies inclusive on sexual diversity. It is concluded that the implementation of queer pedagogies implies emotional challenges for teachers.