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Gender Mainstreaming and LGBTIQ+ Inclusion in Elementary Teacher Education Programs in Chile: Insights from Two Case Studies

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Title: Gender Mainstreaming and LGBTIQ+ Inclusion in Elementary Teacher Education Programs in Chile: Insights from Two Case Studies
Language: English
Authors: Pablo Barrientos-Saavedra (ORCID 0000-0003-0829-3605)
Source: Education Policy Analysis Archives. 2026 34(21).
Availability: Colleges of Education at Arizona State University and the University of South Florida. c/o Editor, USF EDU162, 4202 East Fowler Avenue, Tampa, FL 33620-5650. Tel: 813-974-3400; Fax: 813-974-3826; Web site: https://epaa.asu.edu/ojs/index.php/epaa
Peer Reviewed: Y
Page Count: 25
Publication Date: 2026
Document Type: Journal Articles
Reports - Research
Education Level: Elementary Education
Higher Education
Postsecondary Education
Descriptors: Inclusion, LGBTQ People, Elementary School Teachers, Teacher Education Programs, Gender Issues, Preservice Teachers, College Faculty, Public Colleges, Private Colleges, Diversity, Social Justice, Social Bias, Foreign Countries
Geographic Terms: Chile
ISSN: 1068-2341
Abstract: Globally, gender mainstreaming and LGBTIQ+ inclusion remain marginal concerns in teacher education. This study investigates how these issues are discursively constructed and implemented within the elementary teacher education programs of two Chilean universities--one public and one private--in the wake of the 2018 feminist movement and recent constitutional debates. Through documentary analysis, focus groups with preservice teachers, and photo-elicitation interviews with faculty and gender office directors, the case studies examine institutional, curricular, and pedagogical discourses. A reflexive thematic analysis, informed by post-structural feminist and queer theories, reveals two distinct institutional approaches: the public university adopts a "diagnosis-solution model," framing gender and sexuality diversity as socio-educational variables affecting learning. In contrast, the private university employs a "human rights-based approach" grounded in social justice advocacy. Despite curricular constraints and neoliberal pressures, teacher educators in both contexts demonstrated a commitment to non-sexist and anti-homophobic/transphobic education, employing pedagogies of embodied learning, evidence-based teaching, and human rights advocacy to foster personal transformation among future educators. The findings underscore the pivotal yet precarious role of feminist and queer faculty in driving inclusion and highlight the need to move beyond tokenistic or depoliticized approaches to challenge dominant narratives of gender and sexuality in teacher education.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1500569
Database: ERIC
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  Data: Gender Mainstreaming and LGBTIQ+ Inclusion in Elementary Teacher Education Programs in Chile: Insights from Two Case Studies
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  Data: <searchLink fieldCode="AR" term="%22Pablo+Barrientos-Saavedra%22">Pablo Barrientos-Saavedra</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-0829-3605">0000-0003-0829-3605</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22Education+Policy+Analysis+Archives%22"><i>Education Policy Analysis Archives</i></searchLink>. 2026 34(21).
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  Data: Colleges of Education at Arizona State University and the University of South Florida. c/o Editor, USF EDU162, 4202 East Fowler Avenue, Tampa, FL 33620-5650. Tel: 813-974-3400; Fax: 813-974-3826; Web site: https://epaa.asu.edu/ojs/index.php/epaa
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  Data: <searchLink fieldCode="EL" term="%22Elementary+Education%22">Elementary Education</searchLink><br /><searchLink fieldCode="EL" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="EL" term="%22Postsecondary+Education%22">Postsecondary Education</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Inclusion%22">Inclusion</searchLink><br /><searchLink fieldCode="DE" term="%22LGBTQ+People%22">LGBTQ People</searchLink><br /><searchLink fieldCode="DE" term="%22Elementary+School+Teachers%22">Elementary School Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Education+Programs%22">Teacher Education Programs</searchLink><br /><searchLink fieldCode="DE" term="%22Gender+Issues%22">Gender Issues</searchLink><br /><searchLink fieldCode="DE" term="%22Preservice+Teachers%22">Preservice Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22College+Faculty%22">College Faculty</searchLink><br /><searchLink fieldCode="DE" term="%22Public+Colleges%22">Public Colleges</searchLink><br /><searchLink fieldCode="DE" term="%22Private+Colleges%22">Private Colleges</searchLink><br /><searchLink fieldCode="DE" term="%22Diversity%22">Diversity</searchLink><br /><searchLink fieldCode="DE" term="%22Social+Justice%22">Social Justice</searchLink><br /><searchLink fieldCode="DE" term="%22Social+Bias%22">Social Bias</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Chile%22">Chile</searchLink>
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  Data: 1068-2341
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  Data: Globally, gender mainstreaming and LGBTIQ+ inclusion remain marginal concerns in teacher education. This study investigates how these issues are discursively constructed and implemented within the elementary teacher education programs of two Chilean universities--one public and one private--in the wake of the 2018 feminist movement and recent constitutional debates. Through documentary analysis, focus groups with preservice teachers, and photo-elicitation interviews with faculty and gender office directors, the case studies examine institutional, curricular, and pedagogical discourses. A reflexive thematic analysis, informed by post-structural feminist and queer theories, reveals two distinct institutional approaches: the public university adopts a "diagnosis-solution model," framing gender and sexuality diversity as socio-educational variables affecting learning. In contrast, the private university employs a "human rights-based approach" grounded in social justice advocacy. Despite curricular constraints and neoliberal pressures, teacher educators in both contexts demonstrated a commitment to non-sexist and anti-homophobic/transphobic education, employing pedagogies of embodied learning, evidence-based teaching, and human rights advocacy to foster personal transformation among future educators. The findings underscore the pivotal yet precarious role of feminist and queer faculty in driving inclusion and highlight the need to move beyond tokenistic or depoliticized approaches to challenge dominant narratives of gender and sexuality in teacher education.
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    Languages:
      – Text: English
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        PageCount: 25
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      – SubjectFull: Inclusion
        Type: general
      – SubjectFull: LGBTQ People
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      – SubjectFull: Elementary School Teachers
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      – SubjectFull: Teacher Education Programs
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      – SubjectFull: Gender Issues
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      – SubjectFull: Preservice Teachers
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      – SubjectFull: College Faculty
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      – SubjectFull: Public Colleges
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      – SubjectFull: Private Colleges
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      – SubjectFull: Social Justice
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      – SubjectFull: Social Bias
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      – SubjectFull: Foreign Countries
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      – SubjectFull: Chile
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      – TitleFull: Gender Mainstreaming and LGBTIQ+ Inclusion in Elementary Teacher Education Programs in Chile: Insights from Two Case Studies
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