Conference Agenda

In recent years, the visibility and formal position of queer identities have changed considerably across many societies (Flores, 2021). Moreover, paradoxical developments can be observed with regard to social acceptance and lived safety. While, for example, legal protections and anti-discrimination policies have been expanded in numerous contexts (Council of the EU, 2013), empirical data indicate a rise in harassment and violence against queer people (FRA 2024). This contradiction highlights the persistence of heteronormativity as a structuring principle of social order that normalizes and privileges heterosexuality and binary cisgender identities, while marginalizing other forms of sexuality and gender (Degele, 2008).

Schools, as central societal institutions, are deeply embedded in these broader socio-political dynamics. International research widely agrees that schools are shaped by heteronormative norms, expectations, and institutional practices, even in contexts that officially endorse diversity and inclusion (Llewellyn & Reynolds, 2021). Empirical findings from Europe demonstrate that queer students, for example, continue to experience high levels of bullying, ridicule, and discrimination within school contexts, involving both peers and educators (FRA, 2024). These findings underline that formal equality does not automatically translate into inclusive everyday practices.

Within this field of tension, queer teachers occupy a particularly complex position. As professionals, they are simultaneously expected to embody neutrality and professionalism, while their sexual orientation or gender identity may be perceived as politically charged, morally contested, or pedagogically inappropriate (Ferfolja, 2003). Over the past decades, a growing amount of international research has examined how queer teachers negotiate visibility, identity, discrimination, and professional practice within heteronormative school environments. These studies address issues such as coming-out decisions, identity management, workplace discrimination, school climate, and the pedagogical implications of their identities. However, despite the increasing volume of empirical work, the existing research remains fragmented across national contexts, disciplinary traditions, and methodological approaches.

The present contribution addresses this gap by providing a comprehensive overview of the empirical research on queer teachers through a narrative review. The central research question guiding this study is: What is currently known about the experiences, self-positionings, and professional practices of queer teachers across heteronormative school contexts? More specifically, the review aims to synthesize findings related to (1) the societal and institutional conditions shaping queer teachers’ work, (2) experiences of discrimination and exclusion, (3) processes of identity negotiation and coming out, and (4) pedagogical and professional practice.

The objective of the contribution is twofold. First, it systematizes and synthesizes the heterogeneous empirical findings in the field, thereby offering a structured overview of central themes, patterns, and contradictions. Second, it identifies methodological and empirical research gaps, providing impulses for future studies on queer teachers. In doing so, the paper contributes to ongoing debates on diversity, professionalism, and the role of schools in negotiating social change.

The aim of this presentation is to present a participatory research process, with a specific focus on a "hybrid resource" developed within this approach. To present the research, the objective is to analyze the teaching and learning of gender equality in middle schools in France. This research seeks to shed light on and understand the concrete dynamics at play when equality is taught in classroom, as well as the actual knowledge content delivered. To do this, we are using a dual theoretical framework, based on both Gender studies and Didactics.

The first theoretical framework is Gender Studies, particularly the concept of the "gender system" (Parini, 2006), understood as a social system that differentiates and classifies individuals according to their gender (male or female). The gender system is internalized through socialization processes from childhood and is reinforced by the school system. Expectations, norms, and values related to gender are learned in school, specifically within the classroom during interactions between teachers and students (Duru-Bellat, 2015). This leads to the second theoretical framework: the Joint Action framework in Didactics (JAD) (Amade-Escot & Venturini, 2015; Ligozat, 2025). JAD emphasizes that teachers and students co-construct knowledge content. This framework allows for an analysis of the "milieu" (Brousseau, 1988) established by teachers through their choices of "direction d’étude”, teacher’s actions, as well as students' actions in constructing knowledge. Knowledge is understood here as the power to act upon one’s environment.

Initial findings, established after several months of observations in 9th-grade French and English classes, reveal that gender stereotypes occupy a central, though often implicit, place when lessons based on gender equality. In French classes, the theme of rebellious women in theater is explored through various literary texts spanning from Ancient Greece to the 20th century, encouraging a broader reflection on societal norms imposed on women. In English classes, a sequence on feminism has been developed, comprising various lessons, including one that is particularly lively on masculinism.

In France, while institutional reports (HCE, 2024, 205, 2026) increasingly emphasize the necessity of teaching gender equality, guidelines and resources for teachers remain limited. This is why a participatory approach and, above all, the development of resources for teachers seem essential for exploring this subject (Verscheure, 2022). This resource was developed directly according to the needs and expectations of teachers and is described as hybrid because it has dual relevance: it serves both the practical needs of the field and the analytical requirements of research. This presentation aims to illustrate the stages of creation with concrete examples from this document.

The resource is composed of theoretical contributions from research, such as the concept of stereotypes or the analysis of contemporary masculinism (Bard & al., 2019), to support teachers' professional development. In addition, it provides concrete classroom activities through a three-step intervention designed to deconstruct gender stereotypes within the study objects of each sequence. The originality of this approach lies in its taking into account teachers' direct needs: the resource integrates field feedback, the difficulties practitioners encounter (such as a lack of tools to address sexist discourse), and recurring student remarks (naturalization of differences, influence of the "manosphere"). Thus, this paper questions the following problem: How can a participatory research approach support teachers in conducting sessions aimed at deconstructing gender stereotypes? What the challenges are of create this didactic resource ?

There is a skills shortage in Ireland and more generally in Europe and internationally. Despite progress in recent years, Ireland continues to lag behind its European neighbours when it comes to the numbers of young women taking up an apprenticeship career in comparison to their male counterparts. In 2025 the number of female apprentices had increased slightly to just under 9% nationally and is attributed to the recent introduction of newer ‘consortia-led’ programmes in sectors like finance and hospitality.

To date, there has been no significant improvement nationally in the numbers of females in traditional apprentice programmes. This is particularly the case in craft trade apprenticeships. The Department of Further and Higher Education, Research, Innovation and Science (DFHERIS, 2024), stated that women comprised just 1% of the Irish craft trade apprenticeship population. They highlighted severe gender imbalances at the time, noting five craft programmes with no female participants and eleven others with fewer than five young women. The problem of very low female apprentices persists in the still heavily male-dominated traditional craft apprenticeship programmes.

Research Study Aim: To explore the barriers and challenges to female apprenticeship, experienced by apprentices, instructors and post-primary career counsellors, all female.

Primary research question: ‘Why are there such small numbers of females in the skilled trade apprenticeship sectors despite measures being taken by government, particularly in the last few years to address the issue?

The objectives were:

• To explore what can be learnt about female apprentice experiences to implement and further develop reforms to improve female apprenticeship uptake.
• To advance apprenticeship knowledge in post primary education and update the provision of career guidance support and advice to young women.
• To share knowledge on the important role of family, friends and other stakeholders on the supports needed for aspiring female apprentices.
• To enhance the skills, mobility and career prospects of female apprentices through structured training and a technical and vocational career framework.

This paper uses insights from the literature that focus on post primary school career guidance, barriers to female apprenticeship, and challenges females experience in skilled craft trades.

Career guidance is comprised of career counselling, career education and career information. The relationship between career guidance and vocational education and training is generally misunderstood and under-explored (Watts, 2009). Post primary career guidance is further complicated by schools’ difficulties to find the resources to provide information on apprenticeships (Guichard, 2001. Holt-White, Montacute and Tibbs, 2022; Magee, Kuijpers, and Runhaar, 2022; Ertelt, Frey, Hochmuth, Ruppert, and Seyffer, 2021).

Barriers to females in apprenticeship include discrimination, male dominated manual trades, stigma around apprenticeship as a career option for women, gendered roles and gendered expectations, sexism and the perception of a ‘lesser’ path when compared to higher education career options (Agapiou, 2002; Miller, 2005; Ryan and Lőrinc, 2018; Struthers and Strachan, 2019; Ferm and Gustavsson, 2021; Wulff, Bridges, Bamberry and Krivokapic-Skoko,2022).

Work challenges females face include long working hours, presenteeism, pressure to adopt masculine stereotyping and ‘male characteristics, like aggressiveness, and lack of organisation support (Ness, 2012; Martin and Barnard, 2013; Brockmann, 2021; Mumtaz, 2022; O’Brien, Hanlon, and Apostolopoulos, 2023; Kenny 2024 Ness).

This paper argues for an entry to technical and vocational education and training (TVET) for young women that is more adaptable and supportive. It shares results that highlight the importance of post-primary career guidance counselling, and the role of family and friends in supporting the aspiring female apprentice. It shares information on what resources are necessary to improve female apprenticeship uptake and what are the major influences on an individual’s decision to enter or move away from considering a career starting as an apprentice.