Integrating Asexuality: A is for Asexual in LGBTQIA+

Teut, Jo

doi:10.1002/cc.20381

Cited by 5 publications

(2 citation statements)

References 4 publications

(3 reference statements)

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“…It is important to note that while role‐playing may be commonly employed in English classes to foster empathy and understanding of societal issues, particularly those related to gender identity and sexuality (Ho, 2020; Ulla & Paiz, 2023), there is a nuanced concern regarding the potential tokenization of LGBTQIA+ individuals in classroom activities (Teut, 2019). In some of the activities, despite teachers' well‐intentioned efforts, some LGBTQIA+ students may feel that their identities are reduced to mere symbols rather than being authentically understood and respected, especially when included merely for the appearance of diversity or inclusivity without genuine consideration for their unique perspectives or experiences.…”

Section: The Auto‐ethnomethodological Teaching Practicementioning

confidence: 99%

Towards a more equitable ELT practice: Practicing queer inquiry in Thailand's university language classrooms

Ulla,

Paiz

2024

TESOL Journal

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Despite the sustained focus towards inclusive language teaching and queer pedagogy in Teaching English to Speakers of Other Languages (TESOL) and language education in recent years, employing an inclusive pedagogical practice and having language teaching resources that respect the gender identity among lesbian, gay, bisexual, transgender, queer, intersex, and asexual (LGBTQIA+) students remain a challenge in many English language teaching (ELT) classrooms throughout the world. Employing an auto‐ethnomethodological approach, in this article the authors present their teaching practice experience in an attempt to queer their ELT classroom and provide a safe space for all gender identities in learning the language through a queer‐informed language teaching framework in an ELT classroom at a university in Thailand. It is the goal of this inquiry to add to the empirical evidence for gender inclusivity in an ELT classroom. Additionally, this study offers language practitioners consideration for having a queer‐informed classroom where there is diversity, inclusion, and engagement and where students are free to discuss their sexual identities, adding to the growing influence of gender perspective and inclusivity in heteronormative language education.

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Section: The Auto‐ethnomethodological Teaching Practicementioning

confidence: 99%

Towards a more equitable ELT practice: Practicing queer inquiry in Thailand's university language classrooms

Ulla,

Paiz

2024

TESOL Journal

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“…The minimal literature that exists for community college LGBTQIA+ students captures how they make meaning of their sexuality and gender within these environments and the others that they occupy. However, as scholars have noted, it is important to expand visibility, campus environments, policy and practice, and intersectional analysis for the full inclusion and belonging of LGBTQIA+ students (Duran, 2019; Lange et al., 2019; Pryor, 2018; Teut, Reddinger, & Hager, 2019; Zamani‐Gallaher et al., 2020). Within the community college sector, this means that leaders need to learn how to complicate their understandings of LGBTQIA+ population to avoid presenting these groups as one‐dimensional and creating interventions from these narrow vantage points.…”

Section: Introductionmentioning

confidence: 99%

Category is, supporting BIQTPoC at community colleges: A systematic literature review to aid community college leaders in advocacy

González

Durán

2023

New Drctns Community Coll

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In this chapter, we provide a systematic literature review of current scholarship on BIQTPoC within community colleges. Through a queer of color critique lens, we analyzed literature published over the last three decades. Findings demonstrated a lack of empirical research that perpetuates a gap for community college leader practices to support BIQTPoC.This is an open access article under the terms of the Creative Commons Attribution License, which permits use, distribution and reproduction in any medium, provided the original work is properly cited.

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Towards an asexual-affirming communication pedagogy

Brandley

Labador

2022

Communication Education

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Integrating Asexuality: A is for Asexual in LGBTQIA+

Abstract: This chapter addresses the large gap in information about asexual identities, examines potential prevalence rates of asexual individuals interacting with community colleges, and equips practitioners with tools for integrating asexuality into their current LGBTQIA+ initiatives.

Cited by 5 publications

References 4 publications

Towards a more equitable ELT practice: Practicing queer inquiry in Thailand's university language classrooms

Towards a more equitable ELT practice: Practicing queer inquiry in Thailand's university language classrooms

Category is, supporting BIQTPoC at community colleges: A systematic literature review to aid community college leaders in advocacy

Towards an asexual-affirming communication pedagogy

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