Heteronormativity in Swedish schools: making a difference as an LGBT teacher

Abstract

ABSTRACT In various respects, policy has been enhanced to support lesbian, gay, bisexual, and transgender (LGBT) individuals in Sweden, with improvements extending to the school environment and the circumstances faced by LGBT teachers. Nonetheless, research emphasises that legislative measures and policy documents serve as an initial step, necessitating supplementary comprehensive efforts to address negative attitudes and implement proactive measures within educational institutions. Research suggests that intensified initiatives focusing on norms and anti-oppressive education could improve the situation of LGBT teachers. This article delves into the educational endeavour to promote diversity by analysing written narratives provided by LGBT educators. The aim is to elucidate their contributions, using a second order perspective, to challenge heteronormativity and advancing educational objectives across three distinct functions of education. The LGBT teachers’ contributions move education forward by facilitating their colleagues’ learning about LGBT identities and thereby enhancing their colleagues’ acquisition of knowledge. Moreover, these educators pointed to facilitating students’ autonomy regarding LGBT identity by demonstrating the possibility for students to define independently and be acknowledged accordingly. To conclude, by analysing the LGBT teachers’ accounts of the heterosexual norm in the educational setting, it has been possible to discern empowering dynamics in otherwise overlooked situations.