Queering the English language classroom
An autoethnographic exploration of teacher agency for social justice
Bibliographic Data
| ID | 21688751 |
|---|---|
| Authors | Veronico N Tarrayo (0000-0001-7466-0616, University of Santo Tomas, corresponding author) |
| Year | 2025 |
| Pages | 1-22 |
| Publication date | 2025-10-30 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | Teachers and Teaching (JOURNAL) |
| Journal identifiers | ISSN: 1354-0602 • E-ISSN: 1470-1278 |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/13540602.2025.2581643 |
| OpenAlex | W4415694935 |
| Language | EN |
| Citations received | 3 |
| References cited | 32 |
Studies on queering English language teaching (ELT) from the perspective of teacher agency (TA) for social justice remain scant. This study presents an autoethnographic exploration of how I, an agender Filipino college English language teacher, (can) exercise agency for social justice by queering the English language classroom. It draws on my personal observations and reflections documented over five years (academic years 2019–2024) in a journal, utilising Pantić’s (2015) model of TA for social justice to examine the pathways I have navigated in creating an inclusive learning environment that recognises and celebrates diverse (gender) identities. Findings reveal that integrating queer perspectives into ELT requires intentional pedagogical choices, continuous self-reflection, and navigating sociocultural constraints. The research underscores the transformative role of TA in creating inclusive learning spaces that challenge gender norms and empower marginalised voices. The study contributes to the broader discourse on educational equity by offering insights for educators, policymakers, and scholars interested in promoting social justice. Although focused on a single teacher’s (my own) experiences, it highlights the need for institutional support and further research on diverse contexts. This work advocates for ongoing efforts to queer ELT practices to achieve more equitable and compassionate education systems
Autoethnography · Discourse analysis · English language · Ethnography · Participant observation · Qualitative research · Semi-structured interview · Social justice · EFL/ESL Teaching and Learning · Gender Roles and Identity Studies · Gender Studies in Language
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The pedagogy of ‘coming out’
Teacher agency and professional practice
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Developing teachers as agents of inclusion and social justice
Queering Practice
Queer Inquiry in Language Education
Teacher agency and spaces in changes of English language education policy
When Queer Meets Teacher
Novice teacher agency in the multi-level language classroom
An exploratory study of teacher agency for social justice
Most of my students kept saying, ‘I never met a gay person’”
Sites of struggle
Sexual Identities in ESL
Understanding Queer Filipino University Teachers' Queering Efforts in the English Classroom
What Empowers Teachers to Become Social Justice-Oriented Change Agents? Influential Factors on Teacher Agency toward Culturally Responsive Teaching
Teacher agency, positioning, and English language learners
Queering Bilingual Teaching in Elementary Schools and in Bilingual Teacher Education
Now I see it, now I don't
| Unique citing works | 3 |
|---|---|
| Citations per year | 3 |
| Citation span | 2026 - 2026 (1) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 3 |