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Designing a Multilevel Academic Framework for LGBTQIA+ Educators, Students, and Educational Systems: Heteronormativity and Queer Pedagogical Praxis
Abstract
This chapter constructs a multilevel conceptual framework for re-theorising LGBTQIA+ educators, students, and institutions within heteronormative educational regimes. Integrating performativity, intersectionality, habitus, minority stress, and teacher agency, it conceptualises queer educator subjectivity as a nodal point where power, knowledge, and affective labour congeal. The chapter maps queer-informed pedagogy, curriculum, and assessment as epistemic, affective, discursive, spatial, and digital ecologies, while analysing governance through polycentric and datafied architectures that organise risk and possibility. It then synthesises these dimensions into matrices that specify obligations for academics, practitioners, policy makers, industry, and civil society, advancing an integrated queer educational theory that understands conceptual labour as transformative praxis oriented toward just, sustainable learning environments.
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