Hansen, Jesper;
(2024)
LGBTQ+ representation and language teaching in higher education: an exploration of the Danish Lecturer Scheme.
Doctoral thesis (Ed.D), UCL (University College London).
Preview |
Text
Hansen_10194759_Thesis_sigs_removed.pdf Download (2MB) | Preview |
Abstract
The research on which this thesis is based originates from my commitment to developing more inclusive curricula. In my professional roles as Danish language tutor in UCL Scandinavian Studies and part of the Danish government’s Danish Lecturer Scheme, and later as Programme Director in the UCL Arena Centre for Research-based Education, I initiated a series of projects with colleagues across the institution to explore ways in which LGBTQ+ voices can be included more in language teaching. My thesis takes inspiration from these projects, analysing more specifically the (lack of) inclusion of non-normative gender and sexuality in the context of Danish language teaching in higher education institutions across the world. Based on interviews with 11 Danish language teachers from around the world, this study analyses the extent to which they have reflected on and included non-normative gender and sexuality in their teaching. It finds that, overwhelmingly, these teachers have avoided non-normative topics, and where they have included any non-normative identities, these have been considered within a hetero/homo-normative framework (such as gay marriage). Furthermore, with one exception, the participants felt a lack of support from their institutions, failing to receive relevant training to engage with identity beyond the heteronorm. The thesis discusses the enablers and barriers that the teachers have encountered, and based on this suggests concrete ways in which the Danish Lecturer Scheme and universities more generally can improve their strategies in relation to representation. My key recommendation is the need for more and better training in this area. While my focus in this study is on gender and sexuality in language teaching throughout, my overarching argument is that taking a queer pedagogy-informed approach will be beneficial for all students, across all departments.
| Type: | Thesis (Doctoral) |
|---|---|
| Qualification: | Ed.D |
| Title: | LGBTQ+ representation and language teaching in higher education: an exploration of the Danish Lecturer Scheme |
| Open access status: | An open access version is available from UCL Discovery |
| Language: | English |
| Additional information: | Copyright © The Author 2024. Original content in this thesis is licensed under the terms of the Creative Commons Attribution-NonCommercial 4.0 International (CC BY-NC 4.0) Licence (https://creativecommons.org/licenses/by-nc/4.0/). Any third-party copyright material present remains the property of its respective owner(s) and is licensed under its existing terms. Access may initially be restricted at the author’s request. |
| UCL classification: | UCL |
| URI: | https://discovery-pp.ucl.ac.uk/id/eprint/10194759 |
Archive Staff Only
 |
View Item |
