Navigating the shifting terrain: teachers' experiences with queer inclusive education in the Ontario Catholic school system

The study aimed to explore teachers' experiences with queer inclusive education within the Ontario Catholic school system using cultural historical activity theory and anti-oppressive education lenses. Phenomenological interviews, educational journey maps, and a vignette were used to document the experiences of three high school teachers. The findings revealed that queerness was not normalized in schools, despite the efforts made towards queer inclusive education; and, there is a need for institutional structures and processes to better support 2SLGBTQIA+ inclusion in schools. Teachers have the power to enact change from the bottom-up. However, guidelines and resources are also necessary to aid educators and schools in fostering 2SLGBTQIA+ inclusive practices. These findings underscore the need for collaboration between all levels of educational systems to work towards queer inclusive education.