Addressing LGBTQ erasure through literature in the ELT classroom

Abstract

This article argues the case for the use of well-chosen literary texts as a means of addressing ongoing LGBTQ (lesbian, gay, bisexual, transgender, and queer or questioning) erasure in the ELT classroom. In this way LGBTQ students are offered much-needed recognition and those students who are not LGBTQ are given the opportunity to come to an understanding of those who are. Given the very different circumstances and constraints in which teachers work globally a distinction is made between explicitly queer texts and implicitly queer texts as suitable for different settings. Suggested titles and practical recommendations are included to enable teachers to plan lessons using literary texts in emotionally engaging ways.

Understanding Queer Filipino University Teachers' Queering Efforts in the English Classroom

“…This promotes a more accepting classroom environment and helps educators and learners explore and challenge gender norms that have traditionally dominated ELT. Further, cis‐heterosexual students are given the space to better understand the lived realities of queer individuals through instructional materials and classroom discussions (Gray, 2021). However, while some participants reported having the freedom to use gender‐themed texts (e.g., queer readings) as a choice reading in their lessons, it somehow relegates LGBTQIA+ course materials and topics to the margins rather than making them an integral part of the curriculum (Page, 2017).…”

“…However, they cited a lack of models, their limited knowledge of queer concepts, and possible stakeholder resistance as impediments to integrating a queer perspective. Gray (2021), in a recent study, argued that "LGBTQ erasure is a double injustice," meaning that non-LGBTQIA+ people are denied the opportunity to "see the world through different eyes" (p. 148) since LGBTQIA+ people are not recognized in the curriculum. To address this erasure, Gray suggested that teachers use gender-themed literary texts to give LGBTQIA+ students opportunities for self-affirmation through self-recognition and to enable non-LGBTQIA+ students to relativize their worldview and foster empathy for others.…”

“…The necessity to queer ELT arises from the need not only to prevent the erasure of LGBTQIA+ identities, lives, and experiences in the English classroom (Evripidou, 2021) but also to make learning and teaching more inclusive of the wide range of identities present in society. Prior research has demonstrated the significance of providing a positive learning environment for LGBTQIA+ students and incorporating a queer‐inclusive curriculum (Gray, 2021; Paiz, 2019). These studies have supported non‐heteronormative identities and encouraged teachers to use inclusive instructional materials.…”

Queering a high school EFL literature class in China: Teacher's and student's reflections

“…Children's literature, for instance, could depict diverse aspects of gender and sexual identities (Hedberg, Venzo, & Young, 2020) and assist youth in identity formation and confirmation (Batchelor, Ramos, & Neiswander, 2018). Reading these texts could also help address LGBTQ+ erasure in ELT classes (Gray, 2021).…”

“…Children's literature, for instance, could depict diverse aspects of gender and sexual identities (Hedberg, Venzo, & Young, 2020) and assist youth in identity formation and confirmation (Batchelor, Ramos, & Neiswander, 2018). Reading these texts could also help address LGBTQ+ erasure in ELT classes (Gray, 2021).An opportunity to introduce Chinese learners to queer issues, and thus queer pedagogy, came when I (Teacher) taught a 2-year English language acquisition course. The course was a requirement of the International Baccalaureate Diploma Programme, a pre-college curriculum.…”