The Importance of Queer Teacher Positionality in the Promotion of Inclusive Tertiary Learning Environments

This article will demonstrate that when queer teachers openly state their positionality, this may act as a catalyst for vulnerable adult students to feel safe to begin exploring subordinate aspects of their own identities. However, feeling safe enough to publicly declare such authenticity can be far from a linear process for either party. As a teacher, how I navigated this decade-long journey will be examined through multiple diary account reflections. Queer theory and why adopting a queer ethnographical approach to research methodology will be employed to analyze and facilitate understanding of why I initially felt so conflicted about revealing my authentic self. More importantly, this article will discuss the positive effects that such positionality can have on potential vulnerable adult learner cohorts, empowering them to thrive in their current learning environment.