Fostering Inclusivity in Christian Education: Queer-Womanist Pedagogical Practices

Abstract

Traditional doctrines and patriarchal structures within Christian education often constrain discussions on gender and sexuality, limiting the inclusive expression of faith identity. Grounded in feminist and queer pedagogical theories, this study addresses how faith communities can translate progressive, inclusive theology into active educational practices to challenge heteronormative exclusion. Utilizing a qualitative grounded theory research design following the Corbin and Strauss model, data were gathered from a purposive sample of 18 informants, comprising 10 Christian Youth Fellowship (CYF) students and 8 Christian educators at the United Church of Christ in the Philippines (UCCP)-Ekklesia in Mandurriao, Iloilo City. Data collection involved semi-structured in-depth interviews, focus group discussions, field notes, and memoing journals. The emergent findings reveal four primary thematic constructs: teaching inclusivity (by presenting queer ideas and mainstreaming marginalized voices), addressing gender roles (through gender-neutral divine language and SOGIE dialogues), facilitating faith sharing (by personalizing biblical narratives), and navigating persistent structural and theological barriers to full acceptance. The study concludes that intentionally combining queer-affirming and womanist perspectives can foster deeply transformative and equitable learning environments; however, moving from mere tolerance to radical acceptance remains an ongoing process that relies heavily on active pastoral engagement, progressive leadership, and deliberate pedagogical intervention.