Abstract

This study explores how pre-service English language teachers conceptualise queer-inclusive pedagogy and negotiate inclusion and support for queer identities in classroom contexts. Drawing on an arts-based qualitative approach, the study engaged six pre-service teachers in the Philippine context through visual artworks to examine how understandings of queer inclusion are formed, expressed, and enacted. The findings reveal queer-inclusive pedagogy as a relational, ethical, and contextually situated practice embedded in everyday pedagogical decisions and classroom interactions. Participants primarily conceptualised inclusion through communicative practices, including the use of inclusive language, attention to interactional dynamics, and sensitivity to learners’ identities. Their narrative descriptions also highlighted moments of ethical tension in which institutional expectations, sociocultural norms, and learner characteristics shaped the practice of inclusion. The findings offer implications for teacher education programmes that aim to promote reflexive, agentive, and context-responsive approaches to queer-inclusive pedagogy.