General Conclusion
Our group evaluated different elements that contribute to the question of whether or not LGBT-Q issues be included in the curriculum. The majority of our group agrees that we are comfortable enough implementing these issues within the curriculum. On the other hand, there needs to be continuous learning opportunities for teachers to gain confidence and knowledge about the various topics regarding the community and individuals within it since there is an evident lack of educational resources available to teachers. Teachers should have access to resources including adapted curriculum documents, professional development workshops, and additional guides and sources of information in order to become comfortable with the material content and approach the issues in a positive and effective manner within the classroom.
As educators, our primary focus needs to be on creating safe environments for all of our students. Students’ civil liberties and human rights need to be taken into consideration in order to promote acceptance of all students’ differences, allow for inclusive practices to be implemented into the classroom, and create a sense of safety among students. For inclusion to be met, LGBT-Q awareness is necessary. In order for students to understand the meanings of LGBT-Q terminology, teachers need to be properly educated through workshops. This professional development will help to make teachers, principals, and staff more comfortable when explaining LGBT-Q issues to their students.
Incorporating any controversial topic into the curriculum can be problematic. For example, if LGBT-Q studies were introduced to students, is there a specific age restriction to be given that material? Parents may not always agree with what you choose to teach their children, however, it is important to address all children’s needs, without harming others. While it might be difficult to fully make the jump to incorporating LGBT-Q literature, media literacy, or LGBT-Q terminology into the classroom, we do need to find ways to raise knowledge and awareness for everyone in the school community. Past societal norms make it difficult to discuss LGBT-Q topics without fear of discrimination, as educators, we need to break that discomfort.
The Equity and Inclusion in Ontario Education ministry initiative discusses that in order to provide equity within the education system there should be a focus on shared and committed leadership, equity and inclusive education policies and practices, and accountability and transparency. In regards to the LGBT-Q issues in the curriculum, classroom, and school environment, students should be provided with an inclusive environment as well as provide all students with an awareness that individuality within the classroom is acceptable and encouraged. As well, students need to be shown that any form of discrimination will not be tolerated. Furthermore, offer students with knowledge on the barriers that are associated with LGBT-Q issues and try to eliminate them in the classroom in a safe and supportive manner for all students. The Ministry Initiative is an asset to the question, should LGBT-Q issues be included in the curriculum? and has aided us with the type of environment that we should support our students with. This is a preliminary step towards an inclusive environment before introducing LGBT-Q content within the curriculum.