Lebanese, Indian and Anglo LGBTQ + young Australians’ experiences at school and university: an analysis from the middle

This article explores LGBTQ + young adults’ schooling and university experiences at the intersection of ethnicity sexuality in Australia. Using lenses sexual citizenship belonging, a sociomaterial polytextual analysis ‘middle’ was conducted with data from qualitative in-depth narrative photo-elicitation interviews among Lebanese, Indian Anglo adults. The found that while participants had encountered bullying prejudicial attitudes based on sexuality, gender ethnicity, many them positive school viewed as facilitators opportunity discovery. findings suggest educational institutions are neither inherently safe nor unsafe; rather, they important spaces whereby entanglements identity, belonging negotiated. Crucially, demonstrate minority themselves not immutable barriers to participation, call for strategic investment into support both student safety critical discussion.