Understanding Queer Filipino University Teachers' Queering Efforts in the English Classroom

Abstract

Efforts to promote gender equality/equity in education have received much focus in recent decades. The area of English language teaching (ELT) has contributed to this development by emphasizing gender concerns. However, the views of LGBTQIA+ (lesbian, gay, bisexual, transgender, queer, intersex, asexual, and other genders) educators are often undermined in initiatives to engender an inclusive English classroom. Anchored in the notion of queer inquiry, the present study adds to this evolving discussion by focusing on the beliefs of queer Filipino university teachers about queering ELT. Using a qualitative survey of 19 English language teachers from different Philippine universities, the study explores the factors influencing LGBTQIA+ Filipino university teachers' efforts in queering ELT. The facilitating factors include legitimating (i.e., a positive school atmosphere and academic freedom) and favoring aspects (i.e., confidence in one's gender and sexuality literacy and students' acceptance of queer perspectives). On the other hand, the potential impediments cover censoring (i.e., the conservative ideology of relevant key players) and delegitimating factors (i.e., teachers' limited power and capacity to tackle queer perspectives, and lack of school support and sustainability). The findings may have implications in relevant educational situations where the concept of diversity in ELT is explored and promoted.