Studying towards diversity

Abstract

The aim of this paper is to investigate how teachers in Uruguay work with pedagogy on gender identity and sexual diversity. This is done through six qualitative semi-­‐structured interviews, which are analysed by means of Queer Theory. Later previous research of LGBTI (Lesbian, Gay, Bisexual, Trans and Intersex) issues and the educational situation in Uruguay are presented. The results of the interviews are divided into four categories. First an analysis of general and specific pedagogical methods of gender identity and sexual diversity, then committed teaching and future prospects of pedagogy on gender and sexual diversity. These are all related to concepts such as heteronormativity, unnaturalization and performativity. The two main results of this study are the similarities of teachers working with gender identity and sexual diversity and the future prospects they have of this pedagogy. Even though the participants differ in the didactic methods they use depending on their subjects, they have several pedagogical concepts in common, e.g. the dedication of the teachers and that most of them work in the public sector. Many of them aspire for more institutional support for pedagogy on gender identity and sexual education and wish that it would spread among the educational sphere.