The experiences of married gay and lesbian Maltese couples in the education of their children

Abstract

The purpose of this study is to consummate an extensive insight into the experiences of married gay and lesbian Maltese couples in the education of their children. To realise the aims of the study, six semi-structured interviews were held with three married gay couples and three married lesbian couples who have children between the ages of six and sixteen, who are, thus, in the compulsory education system in Malta. Thematic Analysis was employed as a methodological framework to systematically organise and categorise the research data, allowing for a structured exploration of the emergent themes. Critical Pedagogy was utilised as a theoretical framework to empower gay and lesbian parents by facilitating a deep understanding of their perspectives and encouraging the critical challenging of the dominant knowledge systems that unquestionably perpetuate their marginalisation. Four central themes were identified and discussed relating to the positive experiences of the same-sex parents, the negative experiences of the same-sex parents, the miseducative experiences, and the recommendations put forward. The study’s critical analyses shed light on the idiosyncratic personal journeys of the informants, yet they unmistakably point to the enduring lack of social justice within both the local educational system and the broader Maltese society. This study underscores the urgent need for improved teacher training and calls for a holistic approach that combines bottom-up efforts of advocates with the effective implementation of policies from the top-down, ensuring that inclusivity becomes a reality for all, including rainbow families.