Queering the curriculum in risk society: challenges in LGBTQ+ inclusive education in UK school settings

This article explores findings from a study about the challenges of delivering LGBTQ+ inclusive curricula in primary and secondary schools. We identify several barriers preventing LGBTQ+ enriched curricula being delivered, including limited school confidence; opposition from the wider school community; and opaque national policies. It is recommended that LGBTQ+ focused national and school-level policies are developed to support inclusive teaching practices, and that teachers and school leaders receive LGBTQ+ educational training to help build knowledge and confidence. In considering our findings, we use the notion of ‘risk society’ (Beck Citation1992) to contextualise teachers’ experiences and the challenges of delivering LGBTQ+ inclusive education. Building on Beck’s original work, we argue that ‘risks’ should include behaviours and/or identities socially constructed as a threat to social norms and values. Moreover, we contend that sexually and gender diverse identities are constructed as a ‘risk’ to heteronormative and cisnormative values, via political and media discourse.