A Phenomenological Exploration of Vietnamese LGBTQ Language Teachers’ Intersectional Identities in Queer Inclusivity Practices

Abstract

This phenomenological study explores how Vietnamese LGBTQ teachers of English as a foreign language negotiate their identities while engaging in queer-inclusive practices, using an intersectional lens. Framed within queer inquiry, the research rests on two key premises. First, queer inclusivity is often viewed in binary terms—either included or not (Paiz, 2020)—which overlooks the nuanced efforts of LGBTQ teachers whose contributions may be subtle yet impactful. Second, LGBTQ teachers’ sexualities are frequently framed in a linear relation to queer-inclusive practices, seen either as obstacles or enablers (Gray, 2021; Lawrence & Nagashima, 2021). This framing risks treating identity as fixed and ignores the influence of pedagogical practice and intersecting identity factors such as gender, teacher role, and micropolitical status (Coda, 2021; De Costa, 2016).
To address these issues, the study adopts a phenomenological design and intersectional perspective, conceptualising queer inclusivity as a continuum—from minimal acknowledgment to active advocacy. Identity negotiation is examined as a dynamic process shaped by context-specific factors. Data were collected through journaling and semi-structured interviews with six Vietnamese gay and bisexual EFL teachers. Their experiences were explored at the intersections of sexuality, gender, teacher role, micropolitical status, socioeconomic status, and age, within the broader Vietnamese sociocultural and political context. While societal attitudes toward LGBTQ people are evolving, implicit discrimination rooted in Confucian values remains. In schools, limited support constrains teachers both professionally and personally.
Findings reveal that teachers drew on their sexualities to inform pedagogy, used their professional roles to assert authority, and navigated gender expression to either connect or protect. Other identity factors subtly shaped their practices. The study highlights identity as fluid and context-dependent, with queer inclusivity functioning as a site of power negotiation. Ultimately, it calls for a more nuanced understanding of LGBTQ teachers’ work and identities.