NORMALIZING QUEERNESS THROUGH INCLUSIVE PEDAGOGY IN SELECTED UNIVERSITY IN MANILA: TEACHERS CHALLENGES

Abstract

This study examined inclusive pedagogical practices and challenges in teaching queer students at a selected university in Manila. Using a convergent mixed-methods design, it combined survey data with interview narratives from 15 faculty members. Participants were selected through total enumeration for the survey and purposive-convenience sampling for the interviews. Results showed moderate to high implementation of inclusive practices in learning environment, curriculum and instruction, and professional development. Key challenges included addressing gender identity, personal and cultural adjustment, managing classroom reactions, navigating dress codes, handling communication differences, and ensuring fairness. Despite limited institutional support, faculty employed reflective, adaptive strategies. Grounded in Critical Pedagogy and Queer Theory, the study recommends targeted professional development and a Microcredential Seminar Program. Findings urge collective efforts to advance LGBTQIA++ inclusion in education.