Abstract

This collaborative autoethnography explores what shapes Philippine English teachers’ decisions to include or exclude queer literature in their curriculum. Using a queer ecological model, the study highlights the impact of macro-level forces, such as institutional and religious pressures, which often discourage teachers from integrating queer literature. Teachers also face societal resistance, particularly from parents advocating for more conservative approaches. At the meso level, a lack of diversity within the curriculum constrains teachers, who often incorporate queer literature only in marginal or supplemental settings. On the micro level, teachers’ personal beliefs and experiences shape their decisions, with some feeling empowered to challenge heteronormative norms while others struggle against conservative school environments. Despite these challenges, the study emphasizes the importance of institutional support and professional development in promoting teachers’ confidence to promote inclusive curricula. It also underscores teachers’ agency in navigating these constraints and advocating for change, even in conservative educational settings.