Half Title Page
Queer Teachers' Agency in Language Education
Title Page
Queer Teachers' Agency in Language Education
Shaping Inclusive and Equitable Learning Environments
By
Mark Bedoya Ulla
Walailak University, Thailand
United Kingdom – North America – Japan – India – Malaysia – China
Copyright Page
Emerald Publishing Limited
Emerald Publishing, Floor 5, Northspring, 21-23 Wellington Street, Leeds LS1 4DL
First edition 2025
Copyright © 2025 Mark Bedoya Ulla.
Published under exclusive licence by Emerald Publishing Limited.
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British Library Cataloguing in Publication Data
A catalogue record for this book is available from the British Library
ISBN: 978-1-83662-931-3 (Print)
ISBN: 978-1-83662-930-6 (Online)
ISBN: 978-1-83662-932-0 (Epub)
Dedication
This is for all the queer language teachers around the world.
Preface
Language teaching is inherently tied to the social and cultural contexts in which it occurs, often reflecting the dominant norms and values of society. In many cases, these norms are unconsciously reproduced in the language classroom, resulting in the perpetuation of heteronormative practices. Such practices marginalize queer teachers and students that result to limiting their ability to challenge societal norms and assert their identities. Thus, this book arises from the urgent need to address these systemic issues, framing its exploration through a critical lens and approaching it from a social justice perspective.
The significance of this work lies in its challenge to the status quo of language education, particularly regarding the exclusion of gender-diverse individuals from institutional policies and classroom curricula. The aim is not only to foreground the experiences and perspectives of queer language teachers but also to advance our understanding of queer language pedagogy, emphasizing the importance of recognizing queer identities in the classroom. This book serves as a vital resource for education practitioners, applied linguistics scholars, graduate and postgraduate students, researchers, and policymakers, providing valuable insights, applications, and recommendations for addressing and recognizing the experiences and unique needs of queer language teachers.
Through the empirical studies and theoretical discussions presented, this book seeks to empower queer language teachers by amplifying their voices and recognizing them as key agents of change, a fundamental drive of social justice in education. These teachers play a pivotal role in promoting equity, inclusivity, and the acceptance of diverse gender identities within language pedagogy by challenging heteronormativity in English language teaching. This book also offers practical classroom activities and strategies not only to improve teachers' professional practices but also to contribute to a more inclusive educational environment.
Additionally, the exploration of queer language teacher agency, as revealed in the second part of this book, showed how these queer teachers navigate the intersection of their professional and personal identities while confronting systemic heteronormativity. The journey toward recognition of and embracing fully one's identity without biases and prejudices in the language classroom is still a long way to go, but it is my hope that this book will inspire other queer language teachers to fully exercise their agency, advocating for social justice in their classrooms and beyond. As teachers, we have the agency to advocate for acceptance and inclusion through our own classroom practices that our students may bring outside the classroom.
On a personal level, this book holds deep significance for me as a queer, nonbinary language teacher. In other words, this book is more than just an academic exploration. It is also a personal journey into the core of queer language pedagogy. My identity has profoundly shaped the exploration of concepts such as queer language teacher agency, identity, and queer language pedagogy presented here. While I bring my own perspective and experiences to this work, and while I may have gained some understanding of the challenges and opportunities that queer language teachers face, I am aware of the limitations in my knowledge, especially regarding how other queer teachers exercise their agency to promote social justice. My journey has been one of continuous learning, particularly in seeking to understand how other queer language teachers perceive and exercise their agency and how they are empowered – or not – to promote social justice in their language classrooms.
This book challenges me to not only satisfy my academic curiosity but also to shed light on the issue of teacher agency for social justice, particularly in the context of queer language pedagogy. It is a call to action for teachers, scholars, and policymakers to listen to the voices of queer language teachers, acknowledge their struggles, and support their efforts to create a more just and inclusive world through language education.
Acknowledgments
As they say, writing a book has always been a lonely journey because not only does one have to go through this process alone, but one also has to struggle with the emotional and mental exhaustion that comes with it. Finishing this book is like completing the Odyssey, like Odysseus, who battled for years and returned home alive.
In completing this work, whenever I feel mentally and physically drained from making sense of what I am doing, I am always reminded of the people who believed in me and continued to be the source of my motivation and inspiration. These are the people who, one way or another, have become instrumental in finishing this book. Thus, I would like to express my deepest gratitude to the many individuals who have contributed to the success of this book-writing odyssey.
First and foremost, I am sincerely grateful to Dr. Stephenie Busbus for her unwavering guidance, trust, and encouragement throughout this journey.
I also want to thank my friends and colleagues who have become instrumental in making this book: Dr. John Amtalao, Dr. Elaine Grace Dizon, Dr. Mary Jane Najarila, Dr. Veronico Tarrayo, Dr. Jonathan Carreon, and Dr. Geraldine Wakat.
I am profoundly grateful to Mr. William Perales, whose support, encouragement, love, understanding, and motivation fueled my perseverance during the most challenging times.
To all the queer language teachers who willingly gave their time for the interviews and classroom observation, thank you for your openness and willingness to share your experiences. Your voices are at the heart of this work.
To the “Amazing Pinoys,” thank you so much for always being there.
Above all, I give thanks to Almighty God, whose grace, guidance, and blessings have carried me through this entire journey. Without Him, none of this would have been possible.
Disclaimer
As a note of the term used throughout this book, the term “queer” is used to refer to people who identify themselves as part of the LGBTQ + community. Instead of the term “LGBTQ+,” which is not inclusive enough to capture and include all gender-diverse individuals (teachers) who identify outside of the male–female gender binary the term “queer” is preferred for its inclusivity.
Overview of the Book
This book is a product of my three-year ethnographic research on queer language teachers' identity and agency conducted in Thailand, focusing on how queer language teachers promote gender-inclusive pedagogy and navigate their professional identities while engaged in language education in the country. Within these three years, I conducted in-depth interviews, classroom observations, and focus group discussions with queer language teachers, which has allowed me to gain a deeper understanding of their work and how they maintain their identities within their classrooms.
This book is divided into two parts, with four chapters in each part offering both theoretical insights and practical discussions on the topics of teacher agency and queer language pedagogy. In addition, each chapter opens with some key concepts that are important to each chapter and concludes with practical classroom activities with discussion questions and research suggestions, encouraging readers to engage critically with the material and explore further avenues of inquiry.
Part One: Theoretical and Conceptual Backgrounds
The first part of the book sets the foundational tone, providing readers with the necessary theoretical and conceptual frameworks to understand the discussions that follow. Each chapter presents concepts that are necessary for our understanding of queer language teacher agency. It also emphasizes the importance of addressing the needs of marginalized students and teachers and other queer individuals in the context of language education.
Chapter 1 explores the concepts of inclusion and equality in education, with a specific emphasis on gender equality and equity. It highlights the necessity of not just creating a gender-inclusive educational environment that values all students but also of the big role that language teachers play in making the classroom environment safe and inclusive through their agency.
Chapter 2 introduces and defines key concepts that are central to the book, including teacher agency, queer pedagogy, and social justice. These concepts are critical for understanding the dynamics at play in the classrooms of queer language teachers.
Chapter 3 discusses the concept of teacher agency for social justice, presenting various theoretical perspectives on how agency is understood and enacted in educational settings. It also discusses the specific challenges and opportunities that arise for teacher agency within the context of language teaching.
Chapter 4 examines queer teachers' educational experiences, highlighting their struggles to define their teaching identities and run language classrooms. It discusses how societal and institutional heteronormative norms marginalize queer teachers, making them disadvantaged in education.
Part Two: Study Findings on Teacher Agency in Queer Language Pedagogy
The second part of the book is dedicated to presenting the findings from a study I conducted on teacher agency in queer language pedagogy in Thailand. This section is rich with interview excerpts, classroom observation transcripts, and discussions, offering an in-depth look at the lived experiences of queer language teachers in Thai educational institutions.
Considering the ethical standards for conducting my study, I had participants in the individual interviews and classroom observation signed a consent form that informed them about the purpose of the study. I also explained that the shared data would remain confidential, and only I would have access to it, ensuring the data would be kept safe until the study's completion. To maintain confidentiality and anonymity in the data presentation and publication, I allowed them to choose pseudonyms.
Additionally, I asked participants about their availability and convenience for follow-up interviews and classroom observation. I also reminded them that since their participation was voluntary, they could opt out of the study at any point if they felt uncomfortable with the research process.
Chapter 5 addresses the question, What perceptions do queer language teachers have with regard to their teacher agency in language pedagogy? It explores how these teachers perceive their agency as an expression of their identity, which is closely linked to their decision-making processes in the curriculum, teaching flexibility, and the prioritization of inclusivity in the classroom. It also discusses that agency is not just about professional autonomy but is also an embodiment of their queer identity, influencing their approach to language teaching and their efforts to implement gender-inclusive practices.
Chapter 6 answers the question, How does being a queer language teacher shape how they make decisions and design their language curriculum? It examines how the queer identities of the teachers shape their pedagogical decisions and classroom practices. It also explores the ways in which their queer identity informs their approach to curriculum design, emphasizing the integration of queer perspectives and inclusivity in their language teaching.
Chapter 7 focuses on the question, How do queer language teachers exercise their authority and autonomy to make their language teaching practices gender-inclusive? It explores the ways in which these teachers exercise their agency to promote queer language pedagogy. It also discusses how their authority and autonomy in the classroom allow them to challenge heteronormative practices and create a more inclusive and supportive learning environment for all students.
Chapter 8 discusses how queer language teachers perceive their teacher agency as deeply intertwined with their identity and the cultural and educational context in which they teach. Unlike studies in other contexts, which have reported difficulties for queer teachers in expressing their gender identity due to pervasive heteronormativity, this chapter highlights that queer language teachers in Thailand experience a significant degree of freedom in expressing their identity. This freedom, in turn, empowers them to enact their teacher agency effectively, promoting queer language pedagogy both within the classroom and in the broader Thai academic community. In addition, this chapter also offers implications for language pedagogy, particularly in contexts where queer identities are visible and celebrated. It concludes with recommendations for educators and policymakers on how to support and enhance the agency of queer language teachers in promoting inclusive educational practices.
