What can teachers do to challenge heteronormativity? A systematic literature review

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.