Interrogating the promise of ‘inclusivity’ for LGBTQ+ lives in primary schools

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dc.check.date2027-02-25en
dc.check.infoAccess to this article is restricted until 18 months after publication by request of the publisheren
dc.contributor.authorNeary, Aoifeen
dc.contributor.authorPower, Jason Richarden
dc.contributor.funderIrish Research Councilen
dc.contributor.funderResearch Irelanden
dc.date.accessioned2025-09-12T13:12:14Z
dc.date.available2025-09-12T13:12:14Z
dc.date.issued2025-08-25en
dc.description.abstractAmid particularly turbulent times for LGBTQ+ people globally, it is unclear what concepts like ‘inclusivity’ can achieve in primary schools where institutionalized cis-heteronormative logics abound. Drawing on a study conducted with primary school staff (n = 1031) in Ireland in 2023, this paper explores the concept of inclusivity and how it functions when applied to LGBTQ+ lives in primary schools. This paper yields new insight into how primary school staff understand and approach LGBTQ+ inclusivity in a diversity of ways, some of which can have negative effects for LGBTQ+ people. Furthermore, this paper reveals significant incongruities between some primary school staff commitments to and understandings of inclusivity, and their everyday realities of practice and culture. Ultimately, this paper serves as an illustrative invitation to interrogate deeply the practices that are happening in the name of inclusivity in primary schools.en
dc.description.sponsorshipIrish Research Council (Grant Number 13245744); Research Ireland (New Foundations)en
dc.description.statusPeer revieweden
dc.description.versionAccepted Versionen
dc.format.mimetypeapplication/pdfen
dc.identifier.citationNeary, A. and Power, J. R. (2025) 'Interrogating the promise of ‘inclusivity’for LGBTQ+ lives in primary schools', Gender and Education, pp.1-19. https://doi.org/10.1080/09540253.2025.2545477en
dc.identifier.doi10.1080/09540253.2025.2545477en
dc.identifier.endpage19en
dc.identifier.issn0954-0253en
dc.identifier.issn1360-0516en
dc.identifier.journaltitleGender and Educationen
dc.identifier.startpage1en
dc.identifier.urihttps://hdl.handle.net/10468/17866
dc.language.isoenen
dc.publisherTaylor & Francisen
dc.relation.ispartofGender and Educationen
dc.rights© 2025, Informa UK Limited, trading as Taylor & Francis Group. This is an Accepted Manuscript of an item published by Taylor & Francis in Gender and Education on 25 August 2025, available online: https://doi.org/10.1080/09540253.2025.2545477en
dc.rights.urihttps://creativecommons.org/licenses/by-nc/4.0/en
dc.subjectInclusionen
dc.subjectLGBTQ+en
dc.subjectPrimary school teachersen
dc.subjectLeaders & principalsen
dc.titleInterrogating the promise of ‘inclusivity’ for LGBTQ+ lives in primary schoolsen
dc.typeArticle (peer-reviewed)en
dc.typejournal-articleen
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