Dark Clouds Gather

What is it about?

This chapter explores the history, progress, and challenges of LGBTQ+ inclusion in English Language Teaching (ELT). Over the past 30 years, queer representation in education has increased, and a subfield of Queer ELT has emerged, focusing on inclusive pedagogy, curriculum development, and the experiences of queer educators. However, in recent years, a global backlash has threatened these gains. From anti-LGBTQ+ policies in Poland and China to attacks on inclusive educators in the U.S., a wave of reactionary resistance seeks to erase queer presence in public life and education. Against this backdrop, the chapter asks: What’s next for Queer ELT? How do we advocate for marginalized groups? How do we sustain hope? Drawing from civil rights movements, including the U.S. Civil Rights Movement and LGBTQ+ activism, the chapter explores non-violent resistance, community organizing, and strategic advocacy as tools for educators. It discusses malicious compliance—following restrictive policies to the letter to expose their flaws—and quiet subversion, such as incorporating diverse voices in teaching while avoiding direct confrontation. The chapter also highlights intersectionality, emphasizing that LGBTQ+ inclusion cannot be separated from race, class, and other identity markers. It argues for allyship—ensuring that queer-inclusive spaces are not just the responsibility of LGBTQ+ educators but of all ELT professionals. Ultimately, this chapter serves as a call to action. Even as hostility rises, educators must continue fostering inclusive classrooms, supporting students, and pushing back against oppression. The lessons of past advocacy efforts remind us that progress is not linear—but through resilience and solidarity, change is always possible.

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Photo by Jari Hytönen on Unsplash

Photo by Jari Hytönen on Unsplash

Why is it important?

GPT Icon This chapter is important because it highlights the critical threats facing LGBTQ+ inclusion in English Language Teaching (ELT) at a time when global backlash against queer identities is intensifying. Over the past 30 years, Queer ELT has made significant progress in advocating for inclusive curricula, teacher representation, and the visibility of diverse identities in language education. However, reactionary movements worldwide—from anti-LGBTQ+ policies in Poland and China to attacks on inclusive educators in the U.S.—threaten to undo these advancements. The chapter matters because it equips educators, researchers, and allies with the tools to resist and persist in hostile environments. By drawing from civil rights movements and protest strategies, it offers practical approaches for educators to maintain inclusivity even under restrictive policies. The discussions on non-violent resistance, malicious compliance, and strategic advocacy provide concrete steps for educators who want to continue fostering safe, affirming spaces for students and colleagues without directly violating institutional constraints. Additionally, the chapter underscores the intersections between LGBTQ+ rights, education, and broader struggles for social justice. It challenges the idea that queer-inclusive education is a niche issue, instead positioning it as a fundamental part of creating equitable, humanizing, and globally relevant teaching practices. At its core, this chapter is a call to action—it urges ELT professionals to remain vigilant, adaptable, and committed to inclusion even in the face of increasing hostility. By blending historical insights, theoretical frameworks, and real-world strategies, it ensures that queer advocacy in education is not erased but strengthened for the future.

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