ABSTRACT
This chapter begins by revisiting a Young and Well Co-operative Research Centre project and selected empirical data, which highlight opportunities and constraints as a group of Australian high school English teachers engage in allied work to negotiate topics of diversity in gender and sexuality. Drawing on a Bakhtinian and Foucauldian framework, the analysis discusses the potential for LGBTQI+ students to be marginalized and/or affirmed in educational contexts. Next, the possibilities and limitations of a critical literacy approach are discussed in relation to teachers who wish to disrupt normalized concepts of gender and sexuality. Particular attention is paid to the pedagogical repertoire of one English secondary teacher, who explores texts, which she views as useful for investigating queer, transgender and intersectional pedagogical approaches.
