What can teachers do to challenge heteronormativity? A systematic literature review
Bibliographic Data
| ID | 21874706 |
|---|---|
| Authors | Beckett Markland (0000-0002-9426-6699, University Health Care System), Cora Sargeant (University of Southampton), Sarah Wright (0000-0002-8595-4529, University of Southampton) |
| Year | 2022 |
| Volume | 13 |
| Issue | 1 |
| Pages | 43-68 |
| Publication date | 2022-01-01 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | Psychology of Sexualities Review (JOURNAL) |
| Journal identifiers | ISSN: 2047-1467 • E-ISSN: 2047-1475 |
| Publisher | British Psychological Society (PUBLISHER • GB) |
| DOI | 10.53841/bpssex.2022.13.1.43 |
| OpenAlex | W4315749405 |
| Language | EN |
| Citations received | 1 |
| References cited | 41 |
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
Constructive · Curriculum · Heteronormativity · Narrative · Narrative inquiry · Normative · Pedagogy · Political science · Qualitative research · Queer · Sociology · Thematic analysis · Gender Studies · LGBTQ Health, Identity, and Policy · Marriage and Sexual Relationships · Psychology · Reproductive Health and Technologies
Using meta ethnography to synthesise qualitative research
Not quite over the rainbow
Students’ Perspectives on LGBTQ-Inclusive Curriculum
Academic and Social Perceptions as Predictors of Change in Middle School Students' Sense of School Belonging
Methods for the thematic synthesis of qualitative research in systematic reviews
Preferred Reporting Items for Systematic Reviews and Meta-Analyses
Breaking out of the (anti)bullying ‘box’
‘More than boy, girl, male, female’
Lesbian Cinderella and other stories
Teacher positivity towards gender diversity
Gay and lesbian literature disrupting the heteronormative space of the high school English classroom
Teachers’ professional learning to affirm transgender, non-binary, and gender-creative youth
Cisgenderism in psychology
Comparing Trans-Spectrum and Same-sex-Attracted Youth in Australia
Gaps between beliefs, perceptions, and practices
Peer victimization and suicidality among LGBTQ youth
Discussing Princess Boys and Pregnant Men
Understanding safety, victimization and school climate among rural lesbian, gay, bisexual, transgender, and questioning (LGBTQ) youth
How can systematic reviews incorporate qualitative research? A critical perspective
Rights-protectors or rights-violators? Deconstructing teacher discrimination against LGBT students in England and the UN Convention on the Rights of the Child as an advocacy tool
Understanding teachers' responses to enactments of sexual and gender stigma at school
Safe Schools? Transgender Youth’s School Experiences and Perceptions of School Climate
You’re Moving a Frickin’ Big Ship”
Navigating Parental Resistance
It was Just One Less Thing that I Had to Worry about
"Teaching about sexual minorities and "princess boys
| Unique citing works | 1 |
|---|---|
| Citations per year | 1 |
| Citation span | 2025 - 2025 (1) |
| Citation velocity | recent |
| Highly cited | No |
| Citation types | Neutral: 1 |