English Language Teachers’ Attitudes Towards the Incorporation of Gay- and Lesbian-Related Topics in the Classroom: the Case of Greek Cypriot EFL Teachers

The Interrelationship Among Sexual Identity, Learning, and Sexualisation: Primary EFL Teachers’ Attitudes in Cyprus

“…Teachers’ concerns can be understood when considering the influence of the exclusivity of heteronormative discourse at schools, the negative impact of the Church (Trimikliniotis & Karayanni, ), the lack of visibility of homosexual identities in the media (Kapsou, Christofi, & Epaminonda, ), and the consequences of internalised homophobia (Evripidou, ), which all prevent homosexuality from being seen as a social rather than purely private matter. Additionally, concerns might be related to teachers’ fears of harming their credibility in the eyes of children's parents, colleagues, or school authorities (Evripidou & Çavuşoğlu, ).…”

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

“…He added that coming out is a personal decision that should be made on a case‐by‐case basis based on students' age and maturity level, the school's policies and culture around LGBTQ+ inclusion, and the teacher's own comfort level with coming out. In relation to T4's response, Evripidou and Çavu ̧sog ̆lu's (2015) study reported that although Greek Cypriot English language teachers were supportive of including queer topics in their classes, some were concerned that doing so might jeopardize their credibility. Furthermore, they appeared anxious about how school officials would react if they used such topics, and they became uneasy about what their colleagues or students might have thought about them.…”

Queer identity inclusion in the EFL classroom: Vietnamese teachers’ perspectives

“…Nevertheless, recommendations produced by the participants were neither sufficiently systematic nor applicable to multiple contexts. More organized and empirical research papers have been presented by Evripidou and Çavuşoğlu (2014), Sunderland and McGlashan (2015), Paiz (2017), and Paiz and Zhu (2018); however, none of these studies examine the perspectives of teachers or attempt to do so in more than one aspect. Sunderland and McGlashan primarily investigated the relationship between language and sexuality in a number of pedagogical texts (EFL textbooks) and children's fictions (Harry Potter and picture books about families with same-sex parents).…”

“…Thein (2013), in a study of 20 preservice teachers of an online master's course, revealed that most of the respondents held a negative stance toward teaching LGBTQ+ texts in the language arts classroom despite nondiscrimination and sympathy for the queer community. Revealing a slightly different attitude, Evripidou and Çavuşoğlu (2014) collected data from 58 Greek Cypriot English teachers and concluded that the teachers, though comparatively more positive than negative toward the matter of using queer materials, would include such content only if those topics had already been part of the course; otherwise, they would not do so. Differences in teachers' responses, however, may partly be attributed to the varied cultures, education systems, and policies or potential impact from the interviewers/researchers and would require further research.…”