Implementing LGBTQ-related content in the classroom

As educators, it is important to consider the extent to which LGBTQ-related content is present in their curriculum and the spaces to which they can be inserted. It is known that implementing LGBTQ content leads to improved academic success for LGBTQ students and provides an overall better learning environment for all students. 

However, in efforts of inclusion, educators should be wary that is does not become fragmented or isolating. This occurs when LGBT topics are solely introduced during LGBTQ History Month or Pride Month, with little to no context provided to the students or when representations of the community are being presented in a negative way. 

Further fragmentation can occur when only certain representations such as gays and lesbians are being presented when discussing the LGBTQ community. Such homogenization of the community is particularly damaging for people in the community who have been and continue to be marginalized within the LGBTQ community, including people of colour, transgender people, intersexed people, and people with disabilities.  

When engaging LGBTQ-related content, educators should ask themselves the following:

1. How inclusive is my current curriculum of LGBTQ people and their lived experiences?
2. How am I presenting this content to my class? 
3. What representations of the community am I presenting to my class?
4. What sort of biases and experiences am I bringing to this content and how can I control these?

In this video, Victoria provides further advice for educators as they engage with LGBTQ curriculum. Victoria asks educators to not only reflect on how they will include LGBTQ people in their curriculum but how they will honour them.