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Queering the Classroom: LGBTQIA+ Intention of Women Entrepreneurship - An Exploratory Study
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Author(s): Shivansu Sachan (CSJM University, Kanpur, India), Amrik S. Singh (Lovely Professional University, India), Mayank Mishra (CSJM University, Kanpur, India)and Sudhanshu Pandiya (CSJM University, Kanpur, India)
Copyright: 2026
Pages: 22
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.ch008
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Abstract
This paper critically explores the transformative potential of queering the classroom by centering the lived experiences, epistemologies, and pedagogical practices of LGBTQIA+ educators. Grounded in queer theory, critical pedagogy, and intersectional analysis, the study conceptualizes queer pedagogy not as a supplementary inclusion strategy, but as a fundamental reorientation of educational theory and practice. Through a synthesis of empirical classroom-based research and theoretical inquiry, the paper interrogates the normative structures underpinning conventional schooling—particularly those related to gender, sexuality, authority, and knowledge production. The presence of LGBTQIA+ educators in schools is examined as both politically significant and pedagogically generative, offering unique insights into relational, embodied, and justice-centered teaching.
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