Queer(ing) School Spaces? How Spatiality and Institutional Practices Work to Limit and Enable Agency and Social Belonging Among Queer Students in Danish Upper-Secondary Schools
The aim of this thesis is to investigate how queer students in Danish upper-secondary schools expe- rience and navigate their school environments and how this is influenced by institutional practices. As such, this thesis adopts a dual perspective on queer students by investigating experiences of and agency within school environments, in the form of how they choose to respond to situations of dis-
