INTERSECTING LGBTQI LANGUAGE EDUCATOR IDENTITY NEGOTIATION, EXPERIENCE NAVIGATION, AND INSTITUTIONAL HETEROPROFESSIONALISM: INSIGHTS FROM A CASE STUDY

Date

2025-7

Author

Şahin, Mehmet

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A dearth of global scholarly attention to the presence of LGBTQI educators is incontrovertible despite the challenges confronting them in their workplace contexts. However, critical analysis of their experiences is pivotal to understanding the importance of diversity, inclusivity, equity, and social justice. Previous research has been observed to delve separately into three primary dimensions, i.e., identity-based, experience-based, and ideology-based discussions. A niche is present regarding the intersectionality of the three aforementioned viewpoints. Accordingly, drawing on the concepts of heteroprofessionalism (Mizzi, 2013), and intersectionality (Crenshaw, 1989), this study explores the intersection of LGBTQI language educator identity, experiences, and the ideological notion of heteroprofessionalism from the perspective of a 26-year-old bigender/pansexual ESL tertiary level educator practicing in the Turkish context for four years. A case study approach was utilized to explore how the participant perceived this intersectionality. Through in-depth analyses of semi-structured interviews, gained deeper insights into the participant's thoughts and feelings were gained. Also, solicited journals enabled better access into the participant‘s experiences and how she reflected on them concerning her own perceptions, thoughts, and retrospections. Finally, through participant-generated observation reports, deeper insights into pre-determined target behaviors of individuals within the participant‘s workplace environment and how she perceived those behaviors were gained. It was observed that institutional heteroprofessionalism had notable influences on the participant. The findings in this study have critical implications for the design of nonnormative workplace environments for LGBTQI language educators, as well as calling for relevant further research to promote support and equity for these practitioners.

Subject Keywords

queering ELT, queer teachers, queer teacher identity, queer teacher experience, heteroprofessionalism

URI

https://hdl.handle.net/11511/115151

Collections

Graduate School of Social Sciences, Thesis