Strategies for Inclusion of Lesbian, Gay, Bisexual and Transgender Learners in Discipline-based Programs

Abstract

IntroductionThe concept of Futures explores how, where, why and when learners learn under ever changing global and local conditions. Futures provides perspective on massive and rapid shifts in technology, globalisation and changes jobs and social and civic institutions. Inherent the concept of Futures are paradigm shifts which provide both challenges and opportunities for learners (see Kehrwald, this issue).Opportunities for learners are enhanced by eliminating traditional barriers learning based on demographic criteria, embracing diversity and accepting individual freedom participate in learning. This move towards inclusivity as critical component of Futures receives support from the United Nations Educational, Scientific and Cultural Organisation's Task Force on Education for the 21st Century which has identified the inclusive principles of Learning Live Together and Learning Be as two of its Four Pillars of Education (United Nations Educational, Scientific and Cultural Organisation, n.d.). The Organisation positions education as basic human right, one which must be respected regardless of the characteristics or difficulties of individual learners (United Nations Educational, Scientific and Cultural Organisation, 2003a). Universal access education is inherent the concept of Futures, empowering individual learners engage in and make meaningful contributions society in the present and the future.In considering inclusive education as pillar of Futures, it is important examine existing pedagogical approaches in the context of issues raised by Futures. One pedagogical approach which has been widely used in some fields is the discipline-based approach, which is grounded in the disciplinary community. Learners in programs employing these approaches are at risk of exclusion when the learning program requires extensive learner engagement with disciplinary community members from industry if those members do not embrace and adhere principles of inclusivity.This paper examines the risks lesbian, gay, bisexual and transgendered (LGBT) learners inherent in discipline-based learning programs which include workplace internships, in the context of an undergraduate university program in graphic communications management. Recommendations are presented which may result in more inclusive learning experiences in workplace placements.Discipline-based in an Industry Specific ProgramDiscipline-based pedagogical approaches vary significantly from one sector or discipline another; however, all discipline-based approaches share defining characteristics. Discipline-based learning can be defined along analytical dimensions proposed by Zukas and Malcolm (2000). Characteristics of discipline-based approaches are:* organisational, not social, accountability* focus on product, not process* content as given, not contested* disciplinary, not pedagogical, community* individualised learning, not learning in community (see Bassis, 2003; Burkill & Jenkins, n.d.; Vanderburg, 2000).When defined along these analytical dimensions, discipline-based learning stands distinct from other pedagogical approaches. A discipline-based approach exists when a course is effectively centred on the particular pedagogic concerns of discipline or subject (Burkill & Jenkins, n.d., p. 1). A discipline-based approach may be used in many subjects; however, it is frequently applied in industry specific, industrial or technologically focused programs.In the graphic communications management program at Ryerson University in Toronto, Canada, the stated mission is to graduate individuals who will become effective professionals in the printing industries with solid foundation of education and technical training enable them develop as professional managers (Ryerson University, n. …