Challenging heteronormativity for inclusive and sustainable chemistry education

Heterosexism has long been pervasive in educational settings, undermining sustainability goals. Drawing on findings from an earlier interpretivist study involving interviews with ten students with experience of attending chemistry classes, I revisit how heterosexist ideologies infiltrate teaching practices, curricular content, and classroom interactions through language, analogies, and visual representations in chemistry classrooms. Furthermore, by situating heterosexism within broader frameworks of Piaget’s cognitive constructivism and Vygotsky’s sociocultural theory, I discuss how some proposed strategies (including inclusive pedagogy, institutional policies, and educator training) could serve as interventions to rectify the situation. It is hoped that this article can not only provide practical insights into ways to fight against heterosexism in chemistry education but can also raise awareness of the impact of heterosexist ideologies in impeding social sustainability.