"The Spanish Language Is Evolving Just Like Others": LGBQ Spanish Teachers' Challenges to Heteronormativity

• In Event: Queering Concepts of Teaching and Learning

Abstract

This study utilized a queer theoretical perspective in analysis of interviews with ten lesbian, gay, bisexual, and queer (LGBQ) Spanish teachers from the Southeastern United States to examine their school/classroom experiences as well as their approaches to issues of gender and sexual diversity in the classroom. Findings indicate that these teachers drew upon the linguistic and cultural opportunities afforded by the Spanish language and cultures to destabilize gender and sexuality norms, thereby enacting a queer pedagogy in their classrooms. Implications for this study address how the target languages and cultures of world language (WL) classrooms can offer opportunities to destabilize and challenge heteronormativity.

Author

• James Coda, University of Georgia - Athens