Abstract
ABSTRACT This article presents a systematization of experiences of a course called ‘Women, Gender, and Sexuality’ in a bilingual education program within a teachers’ college in Bogotá, Colombia. In Colombia, there has been a recent controversial movement to address gender and sexuality in the classroom and in policy. The study provides an account of experiences that examined students’ reflective journals throughout the implementation of the course. In doing so, it underscores the importance of highlighting gender and sexuality within English language teaching (ELT) curriculum and teacher education programs; such topics aid students in debunking stereotypes, fostering empathy and forming their teacher identities. These are pertinent topics within the current ELT training courses as they encourage inclusive classrooms through representing unrecognized narratives and promoting a critical consciousness. Within the Colombian context, the construction of narratives and consciousness are also important for the post- conflict transition into a peaceful and inclusive society.
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