Blurb:

This chapter highlights how using a queer inquiry-based pedagogy troubles normative spaces and the identity options that they create for students. It begins by revisiting some of the significant issues created by heteronormative classrooms. It then outlines ways that the educator can model the troubling of and resistance to those normative discourses. It focuses on developing LGBTQ+-inclusive lesson plans and assignments, favoring the localize approach favored by Robert O’Mochaim. This approach advocates for embedding efforts to queer the language classroom in the local context, as it this provides students with a more accessible route into engagement with LGBTQ+ topics.