Exploring Teachers’ Lived Experiences With Queering in Culturally and Linguistically Diverse Classrooms

• In Event: AERA Roundtable Session Thursday 9:50 am Four Seasons Ballroom 2-3
  In Roundtable Session: Multicultural and Multigenerational Approaches to Education Research and Praxis (Table 4)

Abstract

This phenomenological study explores the lived experiences of 12 K–12 educators implementing LGBTQ+ inclusive teaching in culturally and linguistically diverse (CLD) classrooms. It examines challenges such as heteronormativity and societal prejudices and strategies used to create inclusive learning environments. The findings reveal that educators navigate these barriers by incorporating LGBTQ+ narratives across curricula, fostering student engagement, and promoting empathy. The study highlights the transformative impact of queering pedagogies on classroom dynamics and the importance of authenticity and cultural competence. It underscores the role of educators in fostering an inclusive educational ecosystem that supports all student identities.

Author

• Robert Niewiadomski, Fordham University