LGBTQ Teacher’s Identities Within Heteronormative School

Environments

José Antonio España Delgado

Received: July 22, 2021

How to cite this article (APA, 7th ed.):

Abstract

LGBTQ teachers face multiple challenges throughout their professional life as a result of pervasive
heteronormative school environments or heteronormativity in general. Nevertheless, LGBTQ teachers'
realities remain somewhat undiscussed and underexplored, especially in Colombia. This article
reflects upon the way LGBTQ educators' identities are hindered by heteronormative workplace
climates and addresses actions that might lead to the (re)construction of more supportive school
environments in Colombia.

Key words: heteronormativity, identity, LGBTQ teachers, school environment, workplace climate

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Resumen

Los docentes LGBTQ enfrentan múltiples desafíos a lo largo de su vida profesional como resultado de
los dominantes entornos escolares heteronormativos o la heteronormatividad en general. Sin embargo,
las realidades de los docentes LGBTQ permanecen indiscutidas y poco exploradas, especialmente en
Colombia. Este artículo reflexiona sobre la forma en que las identidades de los educadores LGBTQ se
ven obstaculizadas por climas laborales heteronormativos y aborda acciones que podrían conducir a la
(re)construcción de entornos escolares más propicios en Colombia.

Palabras clave: clima laboral, docentes LGBTQ, entorno escolar, heteronormatividad, identidad

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 Introduction and practical orientations that make
The lesbian, gay, bisexual, transgender, heterosexuality seem not only coherent – that is,
and queer (LGBTQ) community in the teaching organized as a sexuality – but also privileged"
field is a group that has been overlooked and (Berlant & Warner, as cited in Smith, Wright,
marginalized over the years in numerous Reilly, & Esposito, 2008, p. 5). This
countries. In the last decade, more research has heteronormative perspective assumes
been conducted on this aspect, raising more heterosexuality as the norm and leads to the
awareness of the need and importance of discrimination and marginalization of minorities.
including this group's voices (Gray, Harris, & Social justice in education implies seeing
Jones, 2016; Pearce & Cumming- Potvin, 2017; individuals for who they are and where they
Wright & Smith, 2015). However, most of the come from, that is, recognizing them as valuable
research has focused on the students' side, contributors to the classroom space, as opposed
ignoring the educators’ perspectives. to social, cultural, and academic burdens. Despite
Considering that the notion of social justice has the fact that LGBTQ issues have been included
become pertinent issue, it is fundamental to delve within multicultural education (Rottmann, 2006),
deeper into the perspectives of LGBTQ teachers; studies on LGBTQ teachers, counselors, and
a group that has been historically oppressed. The specialists' perspectives are scarce. The little
aforementioned will allow an understanding in research that has been reported in regard to this
which heteronormative discourses are not the community shows that they still perceive their
core, leading to a more positive school climate workplace climate as troubling, unsafe, and
not only for LGBTQ individuals but for the rest unsupportive (Becker, 2014; Gray, Harris, &
of the community too. Jones, 2016; Wright & Smith, 2015).
In spite of the recent and extensive socio- In Colombia, LGBTQ issues have not
political change in the lives of LGBTQ people in been explored considerably. Some researchers
multiple countries around the world (Langlois, have inquired about LGBTQ diversity and
2018), including Colombia, heteronormativity inclusion in the workplace (Choi et al. 2020;
continues to be dominant, disregarding the Cárdenas, Ramos, & Olaya, 2017; Jiménez,
perspectives of the members of the LGBTQ Cardona, & Sánchez, 2017), concluding that this
community. Heteronormativity can be issue is rather complex since it is context
understood as "the structures of understanding, dependent and varies among its participants.

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Unfortunately, in the educational field, little is Danielewicz (2001) defined identity as “our
known regarding this aspect. understanding of who we are and of who we
This article seeks to unveil how LGBTQ think other people are. Reciprocally, it also
educators' identities are hindered by encompasses other people’s understanding of
heteronormative workplace climates and the themselves and others (which includes us)” (p.
actions that can be taken in multiple settings to 10). Additionally, the author asserts that identity
guarantee environments that support these involves the notions of similarities and
teachers. Assessing these experiences enables us differences. Thus, this definition suggests that we
to draw comparisons that can lead to reflection can comprehend ourselves better by
upon the reality of our own contexts. understanding others and vice versa considering
In this article, I will start by presenting the our commonalities and divergences, that is, the
concept of identity focusing on the development aspects we share such as race, religion,
of LGBTQ teachers’ identity, followed by the nationality, etc., and the ones that distinguish us
construct of heteronormativity and how it hinders from each other, such as our worldviews and
identity development and education. personality.
Subsequently, I will discuss how From birth, we are intrinsically ascribed
heteronormative perspectives and discourses can to groups or communities, in which we play
be challenged by addressing LGBTQ identities different roles. As a result, our identities cannot
through Queer theory. Finally, I will add to the be considered innate or genetically determined;
discussion on the role of LGBTQ educators instead, they are socially produced (Weedon,
within heteronormative school environments and 1997). For instance, one can be a father, a
provide some conclusions linking them to the husband, a friend, and an employee at the same
Colombian context. time. All are examples of roles that entail
different functions and ways of being that not
LGBTQ Teachers’ Identity only influence one’s behavior but also shape
The construct of identity has been one’s definition of self. Taking into account the
explored in multiple fields, yet a consensus on a prior mentioned, identifying oneself as a teacher
comprehensive and conclusive definition has not implies more than assuming that role and filling
been reached. In the book Teaching Selves: a vacancy at a school district. Being an educator
Identity, Pedagogy, and Teacher Education, entails the interplay of multiple conflicting

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identities that exist inside individuals and that are for members of the LGBTQ community, this
constantly changing (Danielewicz, 2001), and for might not be as simple since sharing aspects of
the LGBTQ educators, this process can be their gender identity and/or sexuality in the
considered even more complicated. workplace involves a constant assessment of the
Barkhuizen’s (2017) definition of teacher situations so as to establish threatening or non-
identity coincides with some of the aspects threatening conditions. Palkki’s research (2015)
mentioned by Danielewicz (2001). Barkhuizen showed that a significant part of LGBTQ identity
sees teacher identity as “core and peripheral, negotiation involves decisions regarding whether
personal and professional, dynamic, multiple, to speak openly about one’s non-normative
and hybrid” (p. 4), reinforcing the idea that orientation in the workplace, that is, deciding
identities are not unified and fixed; on the upon how, when, why, and with whom to share
contrary, they are continuously being LGBTQ status. Unfortunately, heterosexual
constructed, deconstructed, and reconstructed. people do not have to deal with this kind of
Although one can identify oneself as a member situation; therefore, they can easily dovetail their
of the LGBTQ community, it does not mean this personal and professional lives without fear of
is a static identity construction process since the offending others (Ward & Winstanley, 2005), yet
journey of accepting one’s sexuality or gender members of the LGBTQ community are often
identity and coming to terms with it varies from prevented from doing it to avoid adverse
individual to individual. Furthermore, this self- reactions from the rest of the school community.
definition is affected by diverse variables such as Regardless of the discomfort that
ethnicity, religious affiliation, and contextual unveiling one’s sexuality can cause, LGBTQ
factors, especially within school communities teachers must address this aspect of their identity
where teachers have to decide on what aspects of since avoiding these discussions invites students
their LGBTQ identity can be shared depending to ascribe normative, heterosexual, and cisgender
on the setting, person, and purpose. As a result, status to teachers (McWilliams & Penuel, 2016),
aspects of self might be erased for the adoption hindering the teaching and learning process as
of normative behaviors or ways of being. mentioned above. According to Nelson (1999),
The integration of personal and sexuality can be tackled and explored at school
professional aspects, as stated by Barkhuizen through Queer theory, which problematizes all
(2017), is also part of one’s identity; nonetheless, sexual identities, not just that of sexual

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minorities. Moreover, it allows the analysis of Furthermore, the heteronormative
how discursive and cultural practices and acts in perspective leads to a binary conception of
our day-to-day interaction construct, such as realities that dismisses the rest of the members of
what is perceived as normal and natural, that is, the community. This hetero/homo outlook fails
heteronormative perspectives. to acknowledge the different identities that are
part of the community. In other words, this
Heteronormativity minoritizing view does not recognize bisexual,
Living in a heteronormative society, transgender, queer and all the people across the
where heterosexuality is the assumed sexuality spectrum of sexuality (Sedgwick, as cited in
by default, might seem insignificant for some, yet Evripidou, 2018). Therefore, a universal view
for the people who do not identify as such, it is a must be endorsed, so as to embrace and recognize
complex issue. Heteronormative environments all the members of the community, which can be
foster heteronormativity that can be understood achieved through Queer theory.
as a system in which heterosexuality is In the field of education, both in
emphasized as the natural and prescriptive sexual developed and developing countries, the
orientation, disregarding all other expressions of heteronormative scheme is accentuated, resulting
sexuality. According to Evripidou (2018), in an unsafe and unpleasant workplace climate
heteronormativity refers to “a system whose for LGBTQ educators. Research has shown that
structures, institutions, relations, and actions LGBTQ teachers who feel accepted have a
promote and produce only heterosexuality as higher level of professional efficacy, which
self-evident, desirable, privileged, and necessary, contributes to increasing students’ achievement
while all other sexualities are contested and (Gray, Harris, & Jones, 2016; Leithwood &
marginalised” (p. 2). This definition indicates McAdie, 2007). Thus, it is crucial that teachers
that heteronormativity can shape the way people are granted safe workplaces where identity
conceive sexuality since it permeates to the core development is encouraged, so they do not have
of community behaviors, relationships, and to deny or hide part of who they are.
standpoints; hence, it promotes stigmatization of Heteronormativity in the workplace
people who do not self-identify with this hinders educators’ engagement towards their
prescriptive sexuality. teaching practices since this disconnection
between the school atmosphere and their

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identities inhibits them from establishing real relations between sex, gender, and sexual desire.
connections with their colleagues and their Therefore, defining Queer theory is rather a
students given that they are forced to hide part of complex and limiting issue, an idea that
their individuality. The research conducted by coincides with Dilley (1999) who argues that
Wright and Smith (2015) showed that LGBTQ Queer theory is still an elusive subject that cannot
educators regularly experience negative be bound since its essence is questioning
consequences when they are sincere about their boundaries. However, it is through the lens of
sexuality, such as threats of job loss, pay Queer theory that we can challenge and interrupt
discrimination, and reassignment by the silent assumptions that accompany
administrators. The aforementioned prevents heterosexuality as the norm and can disrupt
teachers from unveiling their sexuality since normalizing discourses that have traditionally
there are not enough guarantees that can protect been used to control people at all levels of
them from this infringement. Thereupon, the education (Dykes & Delport, 2018).
integration of Queer theory to educational Queer theory cannot be interpreted as a
policies is fundamental, so LGBTQ teachers’ synonym of gay and lesbian studies because it is
identities are respected and accepted by their much broader and encompasses more than
peers and students in order to guarantee a merely exploring gay and lesbian identity and
healthier school environment where educators do experience. Meyer (2007) states that Queer
not feel at risk. theory “questions taken-for-granted assumptions
about relationships, identity, gender, and sexual
Queer Theory orientation. It seeks to explore rigid normalizing
The emergence of Queer theory during categories into possibilities that exist beyond
the early 1990s offered scholars the opportunity binaries” (p. 15). As it can be evidenced, Queer
to interrogate normativity and to explore the theory is a contestation to heteronormativity that
existent power imbalance within organizational tends to limit realities by interpreting them based
systems. Spargo (1999) claimed that Queer on arbitrary binary distinctions. Besides
theory could not be understood merely as a providing people with the necessary analytical
singular or systematic conceptual or tools to deconstruct issues of sexuality in society
methodological framework, since it offers a by giving voice to the insider (Dilley, 1999),
collection of intellectual engagements with the

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Queer theory challenges the basic tropes that are Smith, Wright, Reilly, & Esposito, 2008; Wright
used to organize society. & Smith, 2015). Even some of the participants of
In the educational arena, Queer theory these research studies claimed that they had been
offers teachers the opportunity to transform the harassed, had rumors spread about them, worked
school reality by raising awareness on the with no civil protections, and rarely received
importance of addressing and recognizing other benefits equal to their heterosexual colleagues.
identities, and by challenging heteronormative All of these issues force educators, who identify
discourses that can be intentionally or as members of the LGBTQ community, not only
inadvertently offensive and oppressive. Meyer to separate their sexuality from their professional
(2007) argues that Queer theory enables teachers life but to pretend and act based on
to “reduce and eventually remove all forms of heteronormative norms, so as to pass as a straight
gendered harassment and other forms of related person.
discrimination from schools and, consequently, Unfortunately, heteronormative
from most realms of society” (p. 28). Therefore, environments are pervasive within school
the inclusion of Queer theory in education offers settings due to the internalization of societal
LGBTQ teachers the opportunity to transform discourses in which the LGBTQ identity is either
their experiences into productive and valuable disregarded or pointed out as abnormal. Some
resources and assets for classroom discussion developed and developing countries still display
examining how heteronormativity at school and a hostile atmosphere towards LGBTQ educators
in society marginalizes and stigmatizes sexual despite the passage of time. Nonetheless, it is
minorities systematically. crucial that teachers who do not identify as
heterosexual can disclose their sexuality and feel
Discussion and Conclusions comfortable doing it in order to start normalizing
Although society has developed and LGBTQ identities and challenging stereotypes.
become more accepting of sexual differences, The study conducted by Jackson (2007)
LGBTQ educators still have to deal with adverse demonstrated that it is not the fact of identifying
workplace environments. Research has shown as a member of the LGBTQ community that
that LGBTQ educators still perceive their made being an educator difficult at times; rather,
workplace climate as troubling, unsafe, and challenges emerged from the context of a
unsupportive (Gray, Harris, & Jones, 2016; heteronormative society, where they are not

109
protected from discrimination. Heteronormative by students, parents, or colleagues. It is
settings contribute to a complex climate for fundamental that school leaders get involved in
LGBTQ educators experiencing dissonance the restructuration of policies since they directly
because they want to protect and be role models or indirectly have an essential impact on the
for LGBTQ youth without risking their workplace climate for LGBTQ educators. School
employment status. Therefore, it is necessary to administrators have the power to influence and
adopt Queer theory to challenge heteronormative enforce policy at their own schools, as well as
perspectives and suppress marginalizing create professional development opportunities
discourses that are rather predominant in that include training on diversity issues relating
multiple schools. to LGBTQ individuals in the school setting and
on the unique challenges these individuals face.
Queer theory plays an essential role in the
Additionally, school administrators in our
recognition and acceptance of LGBTQ identities
country are required to shift their perspectives in
within the educational field and society in
order to include LGBTQ content in their
general. In Colombia, it is necessary to raise
curricula, considering that representation is vital
more awareness and increase the visibility of this
since it allows students and the rest of the school
historically oppressed community since this
community to value and respect differences.
might lead to the reconstruction of societal
Colombia is a country where homophobic
norms. By questioning the binary understanding
and chauvinistic thoughts and behaviors are part
and organization of society, realities will start
of our everyday life. Nevertheless, it does not
being reconsidered and reshaped based on the
mean that some policies have been ruled to
acceptance of multiple identities that nowadays
guarantee safer spaces and more equality for the
are overlooked. Additionally, with the
members of the LGBTQ community. In the field
integration of Queer theory, educational
of education, there is an immediate need for the
institutions can be reoriented to better serve
restructuration of school policies. LGBTQ
LGBTQ youth and create a safer school
educators and all the members of the school
environment for the community.
community who do not identify with
Nowadays, school policymakers should
heterosexuality need to enjoy secure
strive to include policies that guarantee safe
environments where they can express themselves
spaces for LGBTQ educators, where they are not
and live their life freely without worrying that
judged based on their sexual orientation, either

110
their rights are going to be violated. The About the Author
importance of safe school climates relies on the
Jose Antonio España is a full-time English
fact that these allow educators to interact in a
teacher at Rafael Pombo, a private school in
positive, non-threatening manner while fostering
Neiva. He holds a B.A. in English Language
positive relationships and personal growth
Teaching from Universidad Surcolombiana and
(Bucher & Manning, 2005).
is a M.A. candidate in English Language
Although the research related to LGBTQ
Teaching at Universidad Surcolombiana.
individuals in the teaching field is still scarce,
exploring LGBTQ realities in the teaching and
learning field in our country is paramount
(Castañeda-Peña, 2019). Therefore, it is
fundamental to conduct research on this aspect
since it will contribute to establishing the
situation for LGBTQ educators in Colombia and
will enable the development of discussion spaces
and policies, which might lead to the
development of positive workplaces. Thus, better
educators’ performance and efficacy, as well as
higher students’ level of attainment, will be
reached.

111
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