Exploring the impact of panoptic heteronormativity on UK primary teachers advocating for LGBTQ+ inclusive education

Abstract

Since the repeal of Section 28 in 2003, research and policy reform has explored how to reduce homo/bi and transphobia to make schools more LGBTQ+ inclusive places. However, heteronormativity continues to manifest in increasingly subtle ways. This article argues that teachers must remain vigilant towards the ‘Panopticon of Heteronormativity’ which subtly impacts efforts to foster LGBTQ+ inclusivity. An Interpretive Phenomenological Analysis (IPA) was undertaken to capture the experience of 12 participants who advocate for LGBTQ+ inclusivity in UK primary schools. This article finds that teachers advocating for LGBTQ+ inclusivity still reinforce heteronormativity through discourses which regulate children’s exposure to ‘appropriate’ identities, express concern about pushing an ‘agenda’ and LGBTQ+ teachers can experience a ‘double consciousness’ which complicates their efforts to disrupt heteronormativity. Recommendations include improving teacher training and practitioner awareness to critically reflect upon the subtle ways heteronormativity manifests in the classroom.