“This Is Your Safe Space”: The Intersections of Rurality, Ethnicity, and LGBTQIA+ Language Educator Identity in the Southeastern U.S.

Abstract

In the contexts of the Southeastern U.S. and globally, the ascendance of parental rights bills has sought to limit what can be discussed in the classroom related to gender and sexuality as well as limiting access to healthcare for transgender, gender non‐conforming, and non‐binary individuals (HRC, 2023). In language education, scholastic and pedagogical pursuits related to the lived experiences of LGBTQIA+ students in classrooms and educators have emphasized consideration of the interconnectedness between language teachers' identities, pedagogical decisions, and place (Coda, 2021; Fogle & Moser, 2017). In rural spaces, language educators can experience increased emotional labor and marginalization (Acheson et al., 2016; Moser & Wei, 2021); however, there is limited attention to rural LGBTQIA+ language educators in contexts such as the Southeastern U.S. Drawing from a larger mixed methods study of LGBTQIA+ rural language educators in the Southeastern U.S., this study centers on one focal participant, Mariana, a cisgender, pansexual ESL educator. Utilizing Butler's (1990) theory of gender performativity and Crenshaw's (1989) intersectionality, findings draw attention to the intersections between Mariana's gender and sexual identities, rurality, and ethnicity, highlighting the tensions and contradictions related to identity performance, pedagogy decisions, and allyship efforts.