Unseen and Unheard: Queer Representation in Indian Education

Udhbhavi Arora

Abstract: In recent years, conversations surrounding gender identity and queer rights in India have gained increasing public and legal visibility. However, several laws such as the Transgender Persons framework claim to safeguard the rights and dignity of transgender individuals, their implementation has been criticised for reinforcing restrictive understandings of gender through increased reliance on biological, medical, and bureaucratic forms of validation, weakening the principle of self-identification. The marginalisation of queer identities is structural, sustained through gaps in awareness, understanding, and representation. Educational institutions play a central role in shaping social values and collective understanding. This study examines LGBTQIA+ representation and queer invisibility within Indian secondary education, with particular attention to NCERT English literature curricula and classroom experiences. A mixed-methods approach combined student and teacher surveys, semi-structured interviews, peer-group discussion, and content analysis of NCERT English textbooks for Classes IX to XII. The findings indicate limited explicit representation of queer identities, widespread perceptions of unsupportive classroom environments, frequent exposure to queerphobic jokes or language, and limited teacher training and institutional support. Curriculum analysis further suggests that the presence of some queer authors does not necessarily translate into meaningful classroom engagement with queer identities or experiences. Qualitative responses indicate that structured engagement with queer literature can encourage empathy, reflection, and greater awareness among students. Although the study is limited by its relatively small and context-specific sample, the findings support greater curricular contextualization, age-appropriate inclusion, teacher preparation, and explicit institutional measures addressing discrimination. The study concludes that meaningful representation can contribute to more informed and inclusive educational environments.

Keywords: LGBTQIA+ education; queer representation; Indian education; NCERT curriculum; inclusive education; heteronormativity; secondary education

How to Cite?: Udhbhavi Arora, "Unseen and Unheard: Queer Representation in Indian Education", Volume 15 Issue 9, September 2026, International Journal of Science and Research (IJSR), Pages: 1642-1654, https://www.ijsr.net/getabstract.php?paperid=SR26924183112, DOI: https://dx.doi.org/10.21275/SR26924183112

Download Citation: APA | MLA | BibTeX | EndNote | RefMan