Abstract
In this article we share the impact of a training program (Positive Space I and Positive Space II) on pre-service teachers’ understandings of and abilities to create safe spaces for Lesbian, Gay, Bi-sexual, Transgendered and Queering/Questioning (LGBTQ) youth and allies in our teacher-education program and in schools. Research has demonstrated LGBTQ youth are more likely to feel unsafe, alienated and more vulnerable than their heterosexual counterparts in schools and society. Our discussion focuses upon the impact of this training program, and considers challenges and best practices to build awareness and allies in our own higher-education context, as well as to help create better learning communities for LGBTQ youth and allies in schools. We suggest this particular program is an example of how to work towards the development of a pedagogy that does not oppress; one that truly embraces, celebrates, and honours all learners.
Highlights
Introduction95% of Transgendered students do not feel safe at school compared to 20% of heterosexual students (Taylor et al, 2011, 47)
Research has demonstrated that over 75% of Lesbian, Gay and Bi-sexual youth and95% of Transgendered students do not feel safe at school compared to 20% of heterosexual students (Taylor et al, 2011, 47)
We suggest this particular program is an example of how to work towards the development of a pedagogy that does not oppress; one that truly embraces, celebrates, and honours all learners
Summary
95% of Transgendered students do not feel safe at school compared to 20% of heterosexual students (Taylor et al, 2011, 47). The purpose of our study is to explore the impact of this training program, and to consider challenges and best practices to build awareness and allies in our own higher-education context, as well as to help create better learning communities for LGBTQ youth and allies in schools. Recognizing that “a lack of a solid Canadian evidence base has been a major impediment faced by educators who need to understand the situation of ...LGBTQ students in order to respond appropriately” We recognize that in addition to feeling unsafe, rural LGBTQ youth have been shown to experience more hostile climates than their urban counterparts compounded by fewer resources and supports, including a lower prevalence of Gay Straight Alliances (GSAs), supportive staff, inclusive curricula, and comprehensive anti-bullying policies (GLSEN Report, 2012)
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