Hannah's Conclusion

I think that LBGTQ2S+ studies should be incorporated into the curriculum as it will promote equity and the inclusion of all students (Ontario Ministry of Education, 2009; Ontario Ministry of Education, 2017). These students are marginalized and bullied, they are at risk of low academic achievement and have poorer physical health than their heterosexual and cisgender peers (Ontario Ministry of Education, 2009; Veale et al., 2015; Walton, 2010; Zou et al., 2013). I feel that LBGTQ2S+ studies should therefore be incorporated into the curriculum so that school environments are equitable and inclusive and so that all teachers and students are aware of the diversity and complexity of the LGBTQ2S+ community. The most challenging aspect of this argument is how should LGBTQ2S+ studies be incorporated into today's curriculum and what aspects of LGBTQ2S+ studies should teachers focus on?

I think that it is currently difficult for teachers to include LGBTQ2S+ studies as there is no standardized approach to the topic. A formal curriculum should be mandated across provinces and standardized programs need to be implemented so that teachers can receive proper and training and knowledge to approach these issues. Many teachers will argue that they are nervous to approach the subject as they are afraid of backlash from both parents and the school’s administration. Teachers also feel that they do not have enough background knowledge; they don't want to offend the LGBTQ2S+ community in their teachings and they don't want to teach any wrong or misinterpreted information (Fredman et al., 2015). I have heard teachers brush off the subject by saying that including LGBTQ2S+ issues in their class is a case by case issue, and they will approach the subject if and only if there is an LGBTQ2S+ student on their class list. In my research, I found that many school boards are implementing inclusive programing and training for their staff and teachers however a great majority of educators still feel unprepared to approach the subject. Teachers need easier access to resources as well as proper and standardized training. This training should start right here: within the Education Faculties and Teacher’s Colleges across Canada. We have been told in Teacher’s College that we become professionals as we enter and need to from here on in align ourselves with the Ministry’s policy. We therefore should be taught how to approach LGBTQ2S+ studies in the classroom. A review on how LGBT topics were represented in education textbooks, for teacher candidates discovered that greater attention needs to be given to the portrayal of the LGBT community within education literature. The study showed that the narratives, photos and definitions in most textbooks failed to provide adequate information on LGBT history, rights and current issues (Macgillivray & Jennings, 2008). For me this indicates that there were cohorts of young teachers graduating with misinformation, and who are now unprepared to address the LGBTQ2S+ community in their schools. Moving forward, if progress is not made to implement programs and trainings for teachers than schools and districts are failing to recognize the LGBTQ2S+ community and are consequently are not adhering to the Ministry mandate of equity and inclusion.

The Ontario Ministry of Education stated that “…schools should be places where students not only learn about diversity but also experience it. Students should see themselves and their classmates reflected in their studies.” (2017). The reality is that the LGBTQ2S+ community is prevalent in our schools, and therefore in to be recognized in the curriculum. I recognize that an entire rewrite or revision of the curriculum will take time and resources, so until then teachers are address their hidden curriculum. What are teachers doing in their classrooms or in their day to day routine so that LGBTQ2S+ students feel welcome?