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Curriculum Design, Queer Pedagogy, and Representation of LGBTQIA+ Issues in Teaching
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Author(s): Deepak Gupta (Institute of Technology and Management, Gwalior, India), S. Karthikeyan (Department of Language, Culture, and Society, SRM Institute of Science and Technology, Kattankulathur, India), S. K. Fathima (Narayana Engineering College, Nellore, India), Shagufta Parween (Department of English, Chaitanya Bharathi Institute of Technology, Hyderabad, India), K. Shaheen (TGT-English, APTWRS (Boys), Piler, Government of Andhra Pradesh, India), Mutyala Suresh (Department of English, Koneru Lakshmaiah Education Foundation, India)and Edmont Pasipamire (The IIE Rosebank College, South Africa)
Copyright: 2026
Pages: 28
Source title:
LGBTQIA+ Educators Shaping Modern Education: Identity, Institutional Expectations, and Pedagogical Responsibilities
Source Author(s)/Editor(s): Henry Esteva Lemana II (Walailak University, Thailand)
DOI: 10.4018/979-8-3373-7194-8.ch011
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Abstract
Schooling is never politically neutral territory, and nowhere is this more evident than in decisions about what gets taught, to whom, and why. This chapter takes up three interrelated concerns—curriculum design, queer pedagogy, and the representation of LGBTQIA+ identities in teaching—drawing on scholarship published predominantly between 2021 and 2026. The argument developed here is that genuine inclusivity in education cannot be achieved through content additions alone; it requires a structural rethinking of the normative assumptions that organize learning itself. Relevant literature from teacher education, curriculum theory, policy studies, and disciplinary education research is brought into dialogue, with particular attention to the challenges facing LGBTQIA+ students and educators in contexts shaped by restrictive legislation, heteroprofessional cultures, and inadequate preservice preparation
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