Resisting heterosexualization in secondary education: Tensions related to LGTB+ inclusion in Chile

Abstract

In recent years, the visibility of LGTB+ people and groups in the educational field in Chile has increased. Demands related to sexual diversity in education are usually articulated around the idea of ​​inclusion of LGTB+ students. In this article we analyze discourses and practices regarding LGTB+ inclusion in the Chilean public educational system, based on individual and group interviews conducted between 2018 and 2019 with diversity practitioners and students in the regions of Santiago, Valparaíso, and Concepción. Our objective is to problematize liberal uses of inclusion and its negative effects when it comes to affirming and effectively supporting sexual diversity and dissidence at school. The main results of the discourse analysis are presented in four axes: tensions in the implementation of educational practices of inclusion; moral panics and heterocisnormative fixations; identarian and reductionist interventions; and destabilizing borders through LGTB+ activisms.