Integration of sexual diversity in science teaching

It has been documented that the inclusion of LGBTQIA themes in high school classes helps to reduce some negative impacts of transphobia and homophobia and that science classes are one of the classes where students here less about LGBTQIA themes. Furthermore, other researches have shown how science high school textbooks (Bazzul et Sykes, 2011; Richard, 2012; Snyder et Broadway, 2004; Temple, 2005) and teaching practices (Lundin, 2014; Orlander, 2014) perpetuates heteronormative conceptions of the human body, thus actively excluding LGBTQIA people. Those researches have typically used discursive analysis framework and rarely include didactic considerations. Therefore, this research asks how to integrate sexual diversity in the teaching practices and models of science teaching. To answer that question, we are planning to conduct a collaborative research with six high science teachers. It is part of a thesis proposal for a PhD program at Universit