Abstract
In Colombia, LGBTIQ+ identities in the educational field are often considered sensitive and perceived as taboo, which may contribute to their underrepresentation in research. In the English as a foreign language (EFL) field, limited attention has been given to the perspectives and experiences of LGBTIQ+ teachers in schools. As a result, the perceptions and realities faced by this group of stakeholders have been overlooked, creating a gap in research. The current research study aimed to describe the perceptions and experiences of a group of heterosexual and LGBTIQ+ EFL teachers about the interactional dynamics established within the workplace regarding the acceptance of sexual and gender diversity. Through a phenomenological design and the implementation of a demographic questionnaire, narratives, in-depth interviews, and focus groups, the data from eleven participants was collected. The participants' stories from different regions in Colombia unveiled that the workplace is perceived as a place where sexual and gender diversity are confronted or supported on the basis of personal and institutional religious affiliation, the nature of the educational institution (public or private), stakeholders' worldviews, parents' influence within the institution, and other factors that configure the participants' experiences within their workplaces.
Published Version
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