Alanna's Conclusion

After exploring the topic in great depth, I whole-heartedly believe that LGBTQ2S+ studies should be incorporated into the curriculum. An overwhelming number of LGBTQ2S+ students report feeling harassed and unsafe at school because of their sexual orientation (Fredman 2015). The Ministry of Education’s commitment to Safe and Welcoming schools for everyone; “Ontario schools should be a place where everyone – children, students, staff, parents and the community – feels welcome, safe and respected. A safe, inclusive and accepting school environment is essential for student well-being and achievement,” (Ministry of Education 2017) appears to be failing LGBTQ2S+ students. While there are several factors to consider, the root of this failure stems from the lack of education and exposure our students have to LGBTQ2S+ issues. I believe that this needs to be reevaluated, and a concrete, standardized system needs to be implemented into our curriculum in order to properly and due-diligently educate our students on these very relevant, important issues.

Part of this problem is the inadequacy our educators feel in regard to teaching LGBTQ2S+ material. As Szalacha points out, there is an absence of LGBTQ professional education, and very little institutional support regarding the content. (2008) In light of this, teachers must educate themselves about LGBTQ2S+ issues and communities, and explore their own attitudes and feelings before attempting to teach (Szalacha 2008). At my CSL, I took the time to speak to one of the health educators about their feelings towards teaching LGBTQ2S+ issues, and much of what was said mirrored the findings of Szalcha’s article; essentially there is a severe sense of discomfort and inadequacy towards teaching the content. While Gay and Lesbian relationships are touched upon in the Fully Alive curriculum, the TBQ2S+ part of the equation is left relatively unexplored, and if it is discussed it is mostly under the premise of respecting diversity. The reason? The lack of proper, reliable information available to educators on these issues. As Thein explores in her article, questions of appropriateness, backlash and responsibility plague educators in the realm of LGBTQ2S+ studies (2013). There is an undeniable fear of breaking the “rules” society has etched into our minds, largely meant to cement heteronormativity as the foundation of our society. With the amount of controversy surrounding the history of LGBTQ2S+ issues, it is wholly unfair to plague our educators with the ambiguous question and content of its teaching.

In agreeance with Szalacha’s points, I believe educators and administrators should receive education in LGBTQ2S+ issues both before they serve in schools, and throughout their duration. (2008) The absence of these issues from our curriculum allow for stigmatization and its wholly negative repercussions; how are we benefitting our students through excluding this information? How are we effecting our society? It remains a fact that sexual minority teachers still remain closeted (Rayside 2014). LGBTQ2S+ culture is now such a large, prevalent part of our world that to be unaware and uneducated on these issues is ignorant, unjust and inexcusable. We educate our students on the Women’s Movement and Civil Rights movement, the LGBTQ2S+ Movement offers an equivalently rich realm for education and contemplation, and deserves a concrete place in the curriculum. I believe that with proper, standardized curricula on LGBTQ2S+ content, the harassment and bullying experienced by these students will be diffused, and there will be less hesitation towards opening up and partaking in these important conversations, for students and educators alike. As future educators, we are encouraged to get to know our students, create safe, inclusive spaces, and embrace the diversity in our classrooms. Thein highlights “the classrooms of the world are increasingly filled with widely diverse populations, it is imperative that schools of education adequately prepare preservice teachers to meet the needs of all students” (2013). The inclusion of LGBTQ2S+ is imperative if our education system is going to meet the success criteria its laid out for itself, and if we are going to properly serve and prepare our diverse youth for the future.