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Exploring Storytelling in EFL Pedagogy: The Case of a Queer Lecturer at a Thai University
Abstract
This chapter examines how queer positionality shapes storytelling practices and pedagogical decision-making in the work of an LGBTQIA+ lecturer teaching English as a Foreign Language at a Thai university. Situated within queer pedagogical scholarship, the chapter presents a qualitative single-case study conducted in a heteronormative institutional context. Using thematic analysis of a narrative interview, classroom observation, and informant insights, the study examines storytelling as an embodied and relational pedagogical practice. Five themes are identified: Prioritizing Emotional Safety in Classroom Interactions; Enacting Storytelling Through Performance and Embodiment; Expressing Deep Empathy Toward Vulnerable Learners; Adapting Teaching Practices Within Institutional Constraints; and Building Relational and Student-Centered Connections. The findings show that queer pedagogy operates as a pedagogical sensibility rather than identity disclosure, becoming visible through everyday instructional decisions that foreground care, responsiveness, and relational ethics in EFL teaching.
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