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Título: Pretending for self-preservation (and survival): queer teachers navigating their sexual identities in British and Peruvian schools and Teach For All organisations
Otros títulos: Fingir para autopreservarse (y sobrevivir): profesores ‘queer’ navegando sus identidades sexuales en colegios británicos y peruanos y organizaciones de la red Teach For All
Autor(es): Jordan King, Elio
Asesor(es): McGinity, Ruth
Campo OCDE: https://purl.org/pe-repo/ocde/ford#5.00.00; https://purl.org/pe-repo/ocde/ford#5.03.01
Fecha de publicación: 3-oct-2020
Institución: University College London
Resumen: Este estudio cualitativo, basado en un enfoque narrativo, fenomenológico e interpretativo, explora las experiencias de profesores LGBTQ+ o ‘queer’ de Teach First (Reino Unido) y Enseña Perú para descubrir cómo sus identidades sexuales impactaron sus relaciones con sus líderes educativos e identificar comparaciones entre ambos contextos. Las respuestas de ocho participantes demuestran que, a pesar de su contexto —Perú/Reino Unido, rural/urbano— todos navegaron cuidadosamente sus identidades sexuales en sus escuelas, con la mayoría optando por ocultarla mientras se sintieron más cómodos en revelarla a sus grupos de compañeros y organizaciones de Teach For All (TFA); sus identidades sexuales parecen haber impactado más sus aproximaciones a la enseñanza y cómo actuaban como profesores, presentándose mayormente como heterosexuales frente a sus estudiantes; y si bien la mayoría encontró climas escolares negativos, los participantes de Teach First enseñaron en escuelas donde identidades queer eran reconocidas, permitidas y hasta celebradas, mientras que los de Enseña Perú estuvieron en escuelas en donde esas identidades no existían o eran vistas negativamente.

A qualitative study based on a narrative, phenomenological, and interpretive approach grounded on social constructivism and post-positivism was designed to explore the experiences of queer Teach First and Enseña Peru teachers, discover how their sexual identities impacted their relations with their educational leaders, and identify comparisons between both contexts. The answers provided by eight participants show that, regardless of their context - Peru/U.K., rural/urban - they all had to carefully navigate their sexual identities in their schools, with most opting to conceal their sexuality but for differing reasons, while feeling more at ease to disclose it within their respective Teach for All (TFA) cohorts and organisations; their sexual identities seem to have had a greater impact on their approaches to teaching and how they performed their roles as teachers - presenting themselves to their students mostly as straight - than their relations with their educational leaders both at school and their TFA organisations; and while most encountered negative school cultures overall, highlighted by various external pressures and demands, Teach First participants taught in schools where queer identities were acknowledged, recognised, and even celebrated, while Enseña Peru participants did so in schools where queer identities were non-existent or viewed negatively. These findings show that school leaders play a role in setting the school cultures encountered by queer teachers, impacting their levels of comfort and support. Further research into the intersecting themes of queer teachers, school cultures, and school leaders in British and Peruvian contexts and beyond is necessary to have a fuller understanding of their connections in order to provide queer teachers the support and recognition they deserve, from the greater education sector as a whole and from school leaders in particular, so they may contribute as best as possible to meet the socioemotional and academic needs of their students.
Disciplina académico-profesional: Liderazgo Educativo
Institución que otorga el grado o título: University College London
Grado o título: Maestro en Letras en Liderazgo Educativo
Fecha de registro: 29-jun-2021

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