LGBTIQA+ students’ transformative ‘religious freedom’ definitions

Abstract

ABSTRACT Definitions of ‘religious freedom’ around schools’ treatment of lesbian, gay, bisexual, transgender, intersex, queer and asexual (LGBTIQA+) students have been regularly debated internationally, with little input from LGBTIQA+ students. Transformative theories of religious freedom around sex, gender and sexuality in education suggest religious freedom cannot counter equality. This study uses data from the 2022 Gender and Sexuality Expression in Schools Survey to explore 1293 Australian LGBTIQA+ students’ relevant experiences and definitions around religious freedom in schools. Basic descriptive and correlative statistical analyses were undertaken for quantitative data in SPSS and Excel including chi square tests; alongside Leximancer-supported thematic analyses and poetic transcription of qualitative responses. LGBTIQA+ students defined ‘religious freedom’ as positive freedoms of religious (non-)memberships and (non-)beliefs, without interpersonal/institutional harm or coercion. They often framed freedom using ‘transformative’ pro-LGBTIQA+ ideals. LGBTIQA+ students were less likely to experience ‘religious freedom’ in religious schools; where policy and educational interventions appear necessary.