Visualising LGBT-inclusive practices: A resource informed by teachers and support staff

Research suggests that adopting culturally responsive pedagogies is easier said than done. The theory to practice divide, coupled with hegemonic practices of exclusion prolific in institutional cultures, has resulted in a slow journey to the widespread adoption of identity-based inclusive practices in schools.

We have drawn on data collected as a part of a partner project conducted in Tasmania, Australia to develop a teacher-focused, experience-based tool for supporting the implementation of inclusive practices in school contexts. The project was conducted by the University of Tasmania in partnership with the state’s gender, sexuality and intersex support and education service ‘Working It Out’. A number of school staff from around the state were interviewed about supporting LGBT students in Tasmanian schools.