Rainbow in The Classroom: Addressing LGBTQ+ Issues in Indian Schools And Colleges
DOI:
https://doi.org/10.62656/Keywords:
LGBTQIA+, inclusive education, Teacher training, Social acceptance, Gender sensitizationAbstract
This study explores the social acceptance and challenges faced by LGBTQIA+ individuals in India, focusing on the educational context. Despite the decriminalization of Section 377 of the Indian Penal Code, which marked a significant milestone for LGBTQIA+ rights, societal acceptance remains limited. This research investigates the awareness, attitudes, and perceptions of teacher trainees towards LGBTQIA+ issues, examining how
educational institutions can become more inclusive. Employing a mixed-methods approach, the study collected quantitative and qualitative data from B.Ed. students across various institutions. Findings indicate that while legal changes have sparked dialogue, deep-rooted stigma, lack of proper sensitization, and limited curriculum representation hinder true inclusion. The research highlights a gap between formal recognition and lived experiences, suggesting that inclusive education must address prejudices embedded in societal and institutional frameworks. Recommendations include integrating gender and sexuality
education into teacher training programs, fostering open discussions, and creating safe spaces within campuses. The study calls for a transformative approach in teacher education to empower future educators to challenge discriminatory practices and support diversity. It emphasizes that social justice and equality in education can only be achieved when educators
themselves are sensitized and inclusive in their outlook.
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