LGBTQ Role Models and Curricular Controversy in Canada: A Student Symposium

Abstract

As a subject for philosophizing about education, there are few topics as rich and significant as the role of public schools in fostering respect for sexual and religious diversity. The liberal state, it is said, has a clear mission to teach students to respect the rights of others to lead fundamentally different ways of life, and to provide students with the tools needed to make similarly fundamental choices about their own lives. The liberal state must do this, however, without undue or excessive infringement on the rights of children and parents who believe that some common ways of life are, writ large, morally objectionable. This symposium paper features three arguments, each formulated by a different student in education or a related field. The first argues that LGBTQ role models must be provided in schools (through school resources or in person). The second argues that teachers are being placed in a very difficult position when such provision causes controversy with the surrounding community. The third argues that parents must not be given unchecked power over their children’s exposure to LGBTQ role modeling.

Educators’ hands are tied: The impact of heteronormative and cisnormative discourses on students in faith-based schools in Australia

“…For Luke, the lack of visible role models and the effect of this on LGBTQ+ and questioning young people is a serious problem. This is borne out by previous studies (Beck, 2020;Boulay et al, 2014). We also note that the lack of visible LGBTQ+ role models has consequences for the broader school population, including teachers and students, both in that it perpetuates the cis-heteronormative climate of the schools and in turn reinforces the 'don't ask, don't tell' expectation of LGBTQ educators.…”

“…Ginicola et al (2016) point out that creating a safe school climate is often actively resisted within conservative religious communities and schools. Canadian researchers Boulay et al (2014) conclude that LGBT role models in schools, either in content or as teachers, are necessary to combat a general climate of normalised heterosexuality and homophobic discourse. Other studies also indicate that personal contact with a role model can be the most effective means to protect youth from negative health outcomes (Bird et al, 2012).…”

Parental attitudes to the Australian anti-bullying Safe Schools program: a critical discourse analysis

“…Despite this apparent success, a review of Safe Schools was ordered, with the program being restricted to high schools, and parental consent mandated (Rhodes, Nicholas, Jones, and Rawlings, 2016). Seeking parental consent may defeat the purpose of Safe Schools as families can be a site of heterosexism, homophobia, and transphobia (Boulay, Yeung, Leung, and Burns, 2014). In more hostile homes, there are higher rates of queer children being disowned and becoming homeless (Boulay et al, 2014).…”

“…Seeking parental consent may defeat the purpose of Safe Schools as families can be a site of heterosexism, homophobia, and transphobia (Boulay, Yeung, Leung, and Burns, 2014). In more hostile homes, there are higher rates of queer children being disowned and becoming homeless (Boulay et al, 2014). It is hard to imagine that prejudiced parents would consent to their children participating.…”