Sina Bakla, Beki, at Mars: Lived Experiences of Openly Gay Elementary Learners Across Decades and the Evolution of Gender and Development Programs in DepEd
DOI:
https://doi.org/10.5281/zenodo.20493697Keywords:
identity labels, challenges, coping mechanisms, inclusivity in education, cultural evolution, educational policiesAbstract
In the Philippines, the implementation of Gender and Development (GAD) policies has become a cornerstone in promoting inclusive education, yet the lived experiences of openly gay elementary learners reveal diverse realities across decades. This qualitative comparative study explored how GAD policies shaped the educational experiences, identities, and well-being of openly gay learners from the 2000s, 2010s, and 2020s. Using in-depth interviews and thematic analysis, the study captured narratives from participants who lived through the evolution of GAD implementation in different time periods. Findings revealed three thematic trajectories: (1) Visibility and Silence in the 2000s, where acceptance was minimal and policies remained largely unimplemented, leading to stigma and bullying; (2) Recognition and Resistance in the 2010s, marked by initial integration of GAD programs, anti-bullying measures, and heightened awareness, though prejudice persisted; and (3) Inclusion and Advocacy in the 2020s, where stronger DepEd directives and school-based GAD programs fostered greater protection, acceptance, and empowerment for openly gay learners. However, gaps in teacher training, parental engagement, and school-wide integration of GAD remain evident. The study concludes that while GAD has progressed from token acknowledgment to active advocacy, openly gay learners continue to face challenges in attaining full inclusion. It recommends sustained teacher professional development, comprehensive policy enforcement, and a whole-school approach to ensure that elementary schools are safe, equitable, and affirming spaces for all learners.
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