ABSTRACT
The previous chapter reviewed the historical development of researching exploring LGBTQ+ parents. This third chapter opens with LGBTQ+ parent reflections on how school structures struggle to accommodate their family structures, overlooking thinking theorising family in diverse ways. It describes the various theories that exist in this field of research, and discusses and justifies the use of critical social psychology. The chapter points out that various traditional and liberal psychological lenses applied to LGBTQ+ parent research have been inappropriate and have not met the challenges posed by the interdisciplinary nature of LGBTQ+ parent rights, diverse family structures and diverse school contexts. It argues that critical social psychology lenses can be used to consolidate and build on what has been learned from different components of previous psychological and sociological LGBTQ+ parent research. It specifically outlines Bronfenbrenner’s 1974+ Theory of Ecological Development as a theoretical framework to consolidate various experiences and aspects of LGBTQ+ parents highlighted in previous research. This chapter offers an exemplary case study of this theory using an Australian case study highlighting various environmental and political dimensions influential in parents’ lives that should be considered when developing LGBTQ+ inclusive educational policy. This chapter concludes with a summary of key findings.
