Queering the Classrooms: Filipino Teachers’ Perspectives and Practices of Queer Pedagogy
Clicks: 4
ID: 284104
2025
Article Quality & Performance Metrics
Overall Quality
Not rated
Combines reader engagement with the AI quality analysis. This
article has not been analysed, so there is no overall score —
reader engagement is measured and shown alongside.
Reader Engagement
Emerging Content
0.9
/100
4 views
0 readers
AI Quality Assessment
Not analyzed
Readership in this journal
EmergingRanked #524 of 3,757 articles by views in Malay Journal
Most read
Least read
Bar heights use a square-root scale. Only the 120 most-read articles are drawn; the journal has 3,757 in total.
Mint this article as an NFT
Not yet mintedCreate a permanent, verifiable on-chain record of this article on the Scimatic Network. The NFT is held in your Journament account, and you can withdraw it to your own wallet at any time.
5
SUSD
one-off · no wallet required
Abstract
With the increasing progress of queer perspectives in the academic setting, there have been calls for LGBTQ+-inclusive teaching practices. In the Philippines, attempts have been implemented to produce curricula and materials that are more gender-responsive and gender-sensitive. However, these initiatives are without their barriers as conservative traditions and sexist ideologies still affect the eradication of gender-based discrimination in the classrooms. To fully grasp these issues, the present study aimed to elicit insights from queer Filipino teachers about their views and perspectives on using queer pedagogy in their classrooms. With these pedagogical choices, the study tried to understand the queering process of the classrooms. Using Michel de Certeau’s notions of alteration of knowledge, the study utilized interpretative phenomenological analysis (IPA) through qualitative survey (QS) to identify perceptions and accounts of queer Filipino teachers (n=30) on queering their pedagogies. In the findings, the study presents the perspectives of the teachers in using queer pedagogies as well as their strategies in incorporating such practices in the classroom. Results revealed how the queer Filipino teachers viewed queer pedagogy as opportunities to promote inclusive education and increase consciousness towards gender-related issues. To do this, the responses uncovered how teachers used LGBTQ+-themed materials and classroom dialogues to queer their teaching practices. In effect, the queering of the classroom exemplified de Certeau’s claim on how teaching—like other everyday practices—emerged from constant alterations and innovations.
| Reference Key |
persistent_1760651088_68f1675041e4f
Use this key to autocite in the manuscript while using
SciMatic Manuscript Manager or Thesis Manager
|
|---|---|
| Authors | Labor, Jonalou S. |
| Journal | Malay Journal |
| Year | 2025 |
| DOI |
10.59588/2350-8329.1584
|
| URL | |
| Keywords | Keywords not found |
Citations
No citations found. To add a citation, contact the admin at info@scimatic.org
Comments
No comments yet. Be the first to comment on this article.