Queer identity in critical language pedagogical practice

Abstract This study adopts a qualitative, exploratory design to examine how queer language teachers in Thailand express their lived identities in the classroom and how these identities inform and shape their pedagogical practices. Data were collected from ten queer language teachers through in-depth semi-structured interviews. The analysis identified four key themes: (1) authenticity and self-expression in teaching, (2) creating inclusive and safe classrooms, (3) student engagement and personalization, and (4) teaching as advocacy and representation. Participants reported that their queer identities enable them to establish supportive classroom environments where students feel valued and respected. These teachers believed that expressing their queer identities promotes diversity, encourages critical engagement with sociocultural norms, and cultivates empathy among students. Although the study also emphasizes the challenges of combining queer identity with professional expectations in Thailand’s distinct cultural and educational contexts, the findings underline how queer teachers’ ability to exercise agency is inextricably linked to their freedom to express themselves. This authenticity not only enriches classroom interactions but also enables teachers to advocate for societal change by challenging outdated gender and sexual standards in education.