Date of Award

8-2025

Document Type

Dissertation

Degree Name

Doctor of Philosophy (PhD)

College/School

College for Education and Engaged Learning

Department/Program

Teacher Education and Teacher Development

Thesis Sponsor/Dissertation Chair/Project Chair

Emily J. Klein

Committee Member

Jeremy N. Price

Committee Member

Monica Taylor

Abstract

This study examines a group of five queer teachers of varied ages and genders who discussed their lived experiences navigating the heteronormativity of public school structures in conjunction with their work using queer pedagogy to support students. It answers the research question: How does the lived personal history of queer educators influence how, when, and in what ways they take up queer pedagogy? Employing a life history interview methodology, along with queer theory as a theoretical framework, this study explores intersections of the participants’ life history and their engagement in queer pedagogy to examine why and how they are driven towards LGBTQ+ inclusive practices, and what keeps them dedicated in spite of the ever-present obstacles. The study’s purpose is to contribute to the greater body of research about the lived experiences of queer teachers and to provide models for future educators looking to take up this work. The research offers insight into critical incidents in the pre-service lives of the teachers as well as their in-service history up to and including their present work. Findings revealed queer teachers navigating challenges ranging from microaggressions to significant oppression and injustice. It also found that the participants’ personal history served as an intrinsic motivator for them to support queering their schools, and they positioned themselves as queer change agents seeking professional learning and support for themselves and others in their school communities.

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