Queering the school – a story of pride and given support : Tentative analysis of belonging and inclusion for a teacher with identity as trans

•  In many ways, Sweden can be considered as an open community with respect to LGBT people. This notion includes the school setting and LGBT teachers’ situation, although research points out that their everyday situations yet not seem to fully reflect legislation and policy documents. However, the knowledge on trans people’s situation is limited in comparison to what we know about homo- and bisexual teachers’ situation. This text focuses on a narrative from a transgender, non-binary teacher named Kim. The research explores how heteronormative elements in the educational environment impact LGBT teachers and their professional interactions. Utilizing Yuval-Davis' framework on belonging, the analysis highlights the emotional attachments and political efforts that influence Kim’s experience. Kim's narrative reveals both challenges and positive interventions, illustrating the dynamics of belonging and exclusion within the school context. The principal's proactive measures to foster inclusivity are significant, demonstrating how leadership can mitigate negative heteronormative impacts and enhance a sense of belonging for LGBT staff. This study underscores the importance of inclusive practices in schools to support both teachers and students, aligning with Swedish educational policies that emphasize equality and non-discrimination. The findings suggest that promoting a supportive social environment is crucial for the credibility and effectiveness of education on sexuality, consent, and relationships.

Ämnesord

SAMHÄLLSVETENSKAP  -- Utbildningsvetenskap -- Pedagogik (hsv//swe)

SOCIAL SCIENCES  -- Educational Sciences -- Pedagogy (hsv//eng)

Nyckelord

trans

teacher

LGBT

school

belonging

Education

Pedagogik

Publikations- och innehållstyp

vet (ämneskategori)

kon (ämneskategori)