Attitudes of German language teachers towards LGBTIQ+ individuals and the inclusion of queer content in primary and secondary schools: A pilot study

This paper examines the significance and role of thematizing queer issues in teaching German as a foreign language in primary and secondary schools in Serbia. A quantitative empirical study was conducted with German language teachers in Serbia to explore their attitudes towards the LGBTIQ+ population and their (un)willingness to incorporate queer topics into German language lessons. For the purposes of the research, a translated survey from the study by K?pper et al. (2017) was used. Out of 115 surveyed teachers, data were considered only from those who fully completed the survey (n=68). The results of the statistical data analysis revealed that most teachers hold relatively neutral attitudes toward the LGBTIQ+ population, and their views on including queer content vary depending on the marital status and age of the respondents. A qualitative analysis of the responses highlighted arguments both for and against implementing gender-sensitive teaching. Arguments in favor include the relevance of the topic, protection against violence and discrimination, and the development of empathy. Counterarguments include insufficient support for teaching staff, potential negative reactions from parents, and ideological disagreements.