INCLUSION AND WELLBEING IN TEACHER EDUCATION: FOCUS ON GENDER AND SEXUAL DIVERSITY

Back to Page Authors: Wendy Carr, Blye Frank

Keywords: inclusive education, teacher education, gender diversity, sexual diversity

Abstract: Faculties of education prepare educators for practice in highly diverse contexts, and the curricula, discourses, and cultures they create have profound effects upon youth; in particular, those whose sexual orientation or gender identity (SOGI) do not fit neatly within the gender binaries and assumptions that pervade school systems. New literacies are needed to support LGBTQ2+ students as a different language to be used in talking and thinking about and their experiences. From 2016 to present, the UBC Faculty of Education has engaged in a process of reflection and analysis about how it includes or marginalizes gender and sexually diverse people. SOGI-inclusion involves enhancing knowledge and understanding, reducing stigma and shifting language and attitudes, and the approach UBC has taken is to identify SOGI-inclusion as a professional competency necessary for educators in today’s schools. This is both timely and pertinent as recent studies indicate that a majority of practicing teachers do not feel equipped to teach inclusively with respect to gender and sexual diversity. A curriculum mapping exercise was conducted by two Faculty colleagues in order to discover the explicit references to or spaces for SOGI-inclusion in course syllabi. In addition, 20 faculty members participated in interviews to share their reflections about SOGI-inclusion, and 400 teacher candidates completed an open-ended survey designed to learn more about their experience of their SOGI-inclusive education approach near the end of their one-year teacher education program. An overview of the approach, along with findings from the curriculum mapping exercise, faculty interviews, and student-teacher surveys, will be presented by the project lead and Dean of the Faculty. Our goal is to prepare knowledgeable, inclusive educators and improve the experience of those who may be marginalized because of their sexual orientation or gender identity. We hope that the work at UBC can inspire and also be informed by what is happening on other campuses around the world.