Abstract
Despite the compelling challenges faced by LGBTQI educators in their professional environments, there remains a dearth of global scholarly attention to their presence. Critically analyzing their experiences is pivotal to understanding the importance of diversity, inclusivity, equity, and social justice, while also informing educational policies and practices. Previous literature has typically examined identity-based, experience-based, and ideology-based discussions in isolation, highlighting a gap in research at their intersection. Addressing this gap, the present study draws on heteroprofessionalism (Mizzi, 2013) and intersectionality (Crenshaw, 1989) to examine the complex interplay of identity, lived experiences, and ideological expectations. Focusing on a 26-year-old bigender/pansexual ESL educator working in Turkey for four years, the study situates her narrative within socio-politically constructed cis-heteropatriarchal expectations (Rich, 2003) and institutionalized cis-heteronormativity (Warner, 1991). Using a case study approach, data were collected through in-depth thematic analysis of semi-structured interviews, solicited journals, and participant-generated observation reports. This triangulated methodology offered nuanced insights into the participant’s thoughts, emotions, experiences, and interpretations of workplace behaviors. Notably, institutional heteroprofessionalism emerged as a significant influence. The findings of this study have critical implications for the design of nonnormative workplace environments for LGBTQI language educators and call for further research aimed at promoting greater support, equity, and inclusion for these practitioners within educational systems.
Presenters
Mehmet SahinStudent, MA in TESL, University of Illinois at Urbana-Champaign, Illinois, United States
Details
Presentation Type
Paper Presentation in a Themed Session
Theme
KEYWORDS
Case-study, Social-justice, Inclusivity, Institutional-diversity
