The Current Conjuncture: The Case for Educated Hope and Pedagogic Humility

Research shows that gender and sexually diverse learners face discrimination in schools; however, there is little evidence of affirming gender and sexual diversity in Namibian classrooms. This qualitative case-study investigated student teachers’ views on affirming gender and sexual diversity in the classroom. The researchers purposively selected 90 student teachers. Semistructured focus group interviews revealed that gender and sexuality were not considered as a form of diversity in the classroom. However, participants understood the importance of affirming gender and sexual diversity in the classroom. The study demonstrated a need for intense gender and sexual diversity content in the pre-service teacher curriculum.

This chapter introduces the reader to the many issues schools are facing that relate to gender and sexual diversity. This chapter presents a brief overview of some of the main topics including bullying and harassment, diversity and equity, sexual and emotional health, positive school climates, and academic success. It also presents some related educational theories and situates how the theoretical foundations of each argue for inclusive discussions of gender and sexual diversity. The following educational philosophies are introduced: democratic, critical pedagogy, multicultural, social justice, feminist, anti-oppressive, and queer. Finally, the chapter gives examples from the curriculum, extracurricular activities, and school design to show how sexual and gender diversity are already present in schools, but generally not addressed in positive or inclusive ways.

Sexuality- and gender-diverse (SGD) young people experience substantial health disparities relative to cisgender heterosexual peers. Little is known about SGD adolescents younger than 15 years. To describe SGD prevalence and associated factors in a population-representative cohort of younger adolescents in Australia. This prospective cohort study was part of the Future Proofing Study, with enrollment of year 8 students at 134 Australian secondary schools from 2019 to 2021 and annual follow-ups for 5 years. Data were analyzed from June 20, 2023, to June 6, 2024. Outcomes of interest were baseline self-reported gender and sexuality identities, individual characteristics, and mental health and disability diagnoses, as well as school characteristics. Among 6388 participants, median (IQR) age was 13.9 (13.6-15.8), with a range of 10.7 to 17.5 years. Most participants attended school in a major city (76.0%), were born in Australia (91.4%), and spoke English at home (93.7%). Approximately half (3122 participants; 48.9% [95% CI, 45.2%-59.0%]) identified as female or girls, and 46.5% (2973 participants; 95% CI, 39.8%-53.4%) identified as male or boys. The overall proportion of transgender identity was 3.3% (95% CI, 2.7%-3.9%), with 23 participants (0.4%) identifying as transgender boys, 10 participants (0.2%) identifying as transgender girls, 117 participants (1.8%) identifying as transgender nonbinary, and 59 participants (0.9%) identifying as another transgender identity. The overall proportion of sexuality diversity was 12.0% (95% CI, 10.4%-13.8%). The proportion of cisgender participants who were sexuality-diverse (13.0% [95% CI, 11.4%-14.8%] of girls and 4.7% [95% CI, 3.7%-5.9%] of boys) was lower than the proportion among gender-diverse participants, which ranged from 30.0% (95% CI, 9.3%-64.1%) of transgender girls to 91.5% (95% CI, 81.3%-96.4%) of those with another diverse gender identity. Gender diversity and sexuality diversity were strongly associated (odds ratio [OR], 66.24; 95% CI, 38.23-114.80), and both were negatively associated with age (gender diversity: OR per 1-year older, 0.61; 95% CI, 0.49-0.76; sexuality diversity: OR per 1-year older, 0.78; 95% CI, 0.65-0.93) and positively with mental health diagnosis (gender diversity: OR, 2.41; 95% CI, 1.79-3.24; sexuality diversity: OR, 2.50; 95% CI, 2.10-2.98), and disability diagnosis (gender diversity: OR, 2.39; 95% CI, 1.68-3.40; sexuality diversity: OR, 1.96; 95% CI, 1.64-2.36). While there were significant associations between individual and school characteristics and responses to gender and sexuality identity items, patterns of association differed, with no consistent association with economic disadvantage. This cohort study of young adolescents found higher rates of SGD than among samples of older adolescents. The significant associations with younger age, poorer mental health, and disability underscored the urgent need for inclusive programs to promote a safe and welcoming environment in schools, health care settings, and communities.

A escassa literatura sobre ensino jurídico e diversidade sexual e de gênero indica que as faculdades seguem um padrão tradicional e tecnicista, não dialogando com questões sociais, necessárias para profissionais do Direito. Diante disso, o presente trabalho buscou investigar se futuros profissionais se sentem preparados para lidar com questões relacionadas à diversidade sexual e de gênero e quais relações eles estabelecem entre suas formações universitárias e seus graus de preparo/competência. Foi realizada, então, uma pesquisa empírica de cunho exploratório, através da aplicação de 200 questionários com estudantes do último ano da graduação em Direito de uma universidade particular de Recife. Os dados coletados foram tabulados e analisados através de uma abordagem quantitativa, demonstrando, sobretudo, que apesar de uma parcela significativa (40%) dos pesquisados se sentir preparada para trabalhar com demandas de diversidade de gênero e sexualidade na sua prática profissional, poucos deles atribuem essa preparação ao ensino universitário, ou seja, 76,5% apontam que a universidade não ofereceu (13,5%) ou ofereceu pouca (63%) formação em diversidade sexual e de gênero. Com isso, então, pode-se dizer que o pensamento jurídico brasileiro carrega raízes do modelo positivista e, por isso, se limita, muitas vezes, ao que está posto nas leis e códigos. É necessário repensar o modelo de ensino jurídico vigente, suas características e a atuação docente perante o mesmo e, assim, potencializar o Direito enquanto ciência que desempenhe um papel importante no combate à discriminação, ao preconceito, produzindo mecanismos que garantam, efetivamente, direitos fundamentais a populações vulneráveis.

PurposeThe objective of this proposal was to propose an educational innovation resource for the delivery of workshops with lesbian, gay, bisexual, transgender, queer, intersex and asexual (LGBTQIA) themes aimed at students in high school and middle school to promote complex thinking as a necessary competency for understanding their continuously changing environment.Design/methodology/approachTraining for sexual and gender diversity challenges higher education institutions, some of which have bet on developing complex thinking to meet this need. Although not all universities have sufficient resources to create activities that foster relevant and diversity-sensitive competencies, some have implemented strategies ranging from modifying their curricula to designing specific classroom tasks that support student inclusion. In response to the challenges faced by higher education institutions (HEIs) to promote the acquisition of thinking skills for complexity, this paper proposes deploying a humanoid robot as an educational innovation tool in training initiatives that promote issues of sexual and gender diversity. The deployment model is described, considering design, delivery and evaluation. The value of this proposal lies in using humanoid robotics as a classroom resource within the framework of social robotics, considering its implications in the educational context to develop complex thinking competency and training for diversity in higher education students.FindingsThe data presented here highlight the importance of educational institutions integrating content into their plans, programs and activities (both curricular and extracurricular) that promote inclusion and sexual and gender diversity and attractive teaching strategies to reinforce this perspective. So, this proposal offers a support tool for implementing this content in everyday educational contexts where the objectives focus on triggering complex reasoning competencies.Research limitations/implicationsThe varied responses and perceptions of students towards robotics and sexual diversity, as well as the lack of clear methods to assess educational outcomes, may compromise the effectiveness of the intervention.Practical implicationsThe workshop proposed in this paper is configured as a series of iterations and repetitions in different educational fields, whether disciplinary (e.g. design or engineering) or transversal (e.g. entrepreneurship). The goal is to achieve educational strategies that generate a more significant impact at the institutional level. In this sense, the present proposal joins the actions implemented by other higher education institutions to make sexual and gender diversity visible to university students.Social implicationsThe overall aim is to bring awareness, understanding and education to students with an inclusive, respectful and equitable perspective.Originality/valueSocial robotics is an innovative and attractive tool for young people at the higher education level. We consider our study a pioneer in the area.

LGBTQA+ young people experience suicidal thoughts and behaviors at a much greater rate than their heterosexual and cisgender peers. This study explored firsthand accounts of the coping strategies employed by LGBTQA+ young people when experiencing suicidal thoughts and behaviors. LGBTQA+ young people (N = 27; ages 14–25) in Australia with a history of suicidal thoughts and/or attempts participated in semi-structured interviews. Using reflexive thematic analysis, four major themes were developed: (1) It’s about the journey, not the destination, (2) Connecting with others, (3) When I knew better, I coped better, and (4) Doing the best I can with what I have. LGBTQA+ young people reported utilizing a range of coping strategies, however these were limited by a lack of knowledge around mental health, gender and sexuality diversity, and available resources. Experiences of discrimination within support settings and limited access to clinicians with knowledge of sexuality and gender diversity were cited as significant barriers. Interventions to increase mental health literacy in LGBTQA+ young people and improvements to clinician knowledge of sexuality and gender diversity are needed to enhance LGBTQA+ young people’s access to effective coping strategies when experiencing suicidal thoughts and behaviors.

This article explores Chilean teachers’ representations regarding gender, sexuality, and sexual diversity, analyzing the persistence of traditional sex education models and the presence of Comprehensive Sexuality Education (CSE) principles. Addressing a research gap in Latin America—where few studies explore teachers’ perspectives—this qualitative study analyses interviews with 16 teachers from diverse contexts. Structural discourse analysis revealed coexisting representations: biological, CSE-aligned, and transitional. Despite some openness, beliefs obstructing CSE remain prevalent. The study calls for curricular reform from early education onwards to counter prejudices in both official and hidden curricula. Findings inform future educational policy and research.

Tiresias and His Trouble with Ambiguity in Gender Marco Posadas (bio) To begin, I would like to identify my position as chair of the Sexual and Gender Diversity Studies Committee of the International Psychoanalytical Association (IPA). The IPA is the first, oldest, and largest international psychoanalytical association in the world. It was created by Freud with the help of Ferenzci, Jung, Eitington, Abraham, and Jones in 1910 with the purpose of organizing what started to be a body of theory and clinical mental health practice, and for the promotion of scientific activities at an international level. Today the IPA has almost fourteen thousand members and more than six thousand candidates within three consolidated regions—North America (including China, Korea, and Japan), Europe (including New Zealand, Australia, India, and South Africa), and Latin America—and a new, fourth region, Asia, which hopes to consolidate China, Korea, Japan, India, New Zealand, and Australia. It organizes a biannual international congress that is one of the largest psychoanalytic events in the world. The IPA has four official languages—English, French, German, and Spanish—and more than fifty languages among all its constituent psychoanalytic societies and institutes. A large part of its organizational and scientific work is divided, planned and executed by committees. Committees are appointed by the executive committee and ratified by the IPA board. The committee I chair was appointed by Stefano Bolognini's administration in June 2017. Our committee is fortunate to continue to be strongly supported [End Page 93] by Virginia Ungar, the first female president of the IPA, and Vice President Sergio Nick's administration. Before the creation of the Sexual and Gender Diversity Studies Committee, during its planning stages, there was already a lot of ambiguity around addressing issues of gender and sexual diversities in psychoanalysis. An important part of the committee's mandate is to create spaces for IPA-affiliated psychoanalysts and candidates and for non-IPA-affiliated psychodynamic clinicians and psychotherapists, among an increasing number of people interested in psychoanalysis, to discuss issues pertaining to psychoanalytic clinical theory and practice and to the intersection of sexual and gender diversity. Although our committee had anticipated the resistance that has been historically present when addressing these types of topics in psychoanalytic institutions (Drescher 2008; Roughton 1995, 2002), we were not able to identify and agree upon a specific point of contingence within psychoanalytic theory and practice that could cause the most resistance. This article is an initial step to engage with the resistance encountered in analytic spaces when we shift from a binary system to a non-binary way of thinking gender and sexuality. I will describe the experience in an attempt to provide models of understanding and working through these types of conflicts. Why am I calling it a conflict? This will be better answered with an example, in this case a non-clinical general vignette. I will disguise the participants' identities and will use a composite vignette to protect confidentiality. The Trouble with Ambiguity In 2016, I was delivering a workshop to strengthen clinical skills when working with racialized LGBTQ patients from a psychoanalytic perspective using an anti-oppressive approach. I was surprised to hear a senior analyst openly state from the back of the room that they preferred to hold on to their prejudices regarding trans and gender-creative patients. The audience mostly consisted of psychoanalysts, psychoanalytic candidates, training [End Page 94] analysts, and psychology graduates interested in psychoanalysis. Given the wide range of the audience and our shared interest in psychoanalysis, I usually clarify Freud's "progressive" perspective toward homosexual patients and the distortions of Freud's statements as the message got passed around through generations of culturally sanctioned homophobic clinicians (Socarides 1968; Roughton 2002). The questions from this particular audience led to a discussion about misconceptions in psychoanalytic literature about trans experiences and of trans bodies being misrepresented and misdiagnosed as psychotic (Millot 1989). Addressing misrepresentations of gender variance rooted in prejudiced formulations of trans subjectivities within psychoanalytic theory and proposing less-biased ways of approaching gender polymorphism from a non-pathological perspective can be a complicated task. This is not unheard-of in our field; in fact, queer theorists, Lacanian analysts, and transgender...

Recent research on gender and sexual majority individuals suggests that their attractions, identities, and experiences may not be as homogenous or easily generalizable as is often assumed. Sexual configurations theory (SCT; van Anders, 2015) is a framework for conceptualizing individuals' partnered sexualities and gender/sexes with a focus on gender/sex and sexual diversity. SCT has been successfully used in recent empirical work with gender and sexual minority individuals (Schudson, Manley, Diamond, & van Anders, 2018), but it has not yet been tested with heterosexual, cisgender individuals. In the present study, we tested the use of SCT in qualitative interviews with 26 gender and sexual majority participants to address the following research questions: What are the strengths and weaknesses of SCT for representing heterosexual, cisgender individuals' gender/sexes and partnered sexualities? How do gender and sexual majority individuals use SCT to express their gender/sexes and partnered sexualities? And, what insights about sexual and gender diversity can be gained from using SCT with a gender and sexual majority sample? Using thematic analysis, we evaluated how participants interacted with SCT and the SCT diagrams. Results showed that our participants used components of SCT to convey comprehensive and nuanced interests, which included gender/sex and sexual diversity outside of what is typically expected in research on heterosexual, cisgender individuals. We discuss findings and challenges specific to working with majority participants and offer implications for future work on gender/sex and sexual majorities and on gender/sex and sexual diversity in general.

The main objective of this study was to explore the perceptions of LGBTQIA+ students regarding sexual and gender diversity in the university context by (1) identifying conceptions about a being LGBTQIA+ student in the higher education context, (2) researching perceptions of the stigma and discrimination against, and inclusion of LGBTQIA+ students and (3) to recognize discourses and scenarios identified by students in the university context regarding sexual diversity and gender diversity, distinguishing their experiences in the classroom as well as in the university, with their peers and with their professors. This research was based on a quantitative method, the sample consisted of 171 students from the School of Medicine of a public university in the United States in the state of Texas. The results showed that there is currently a greater knowledge of the subject of sexual and gender diversity and of the spaces and resources offered by the university on the subject compared to previous years, however, it is found that knowledge is still limited and that this knowledge may possibly be due to the faculty in which they study.

This study involved an analysis of the teaching guides for the subjects included in Spain’s primary education teaching degree programmes to determine if content on affective-sexual education was included. Mixed methods were employed to examine 132 teaching guides from 108 universities. The results revealed an abundance of subject areas in which some of the subject content had a focus on sexuality diversity, but specific courses or modules with a focus on the topic were scarce. Three key thematic areas were identified: family diversity, gender, and sexuality and gender diversity. Our quantitative analysis identified that sexuality related content was offered to a greater extent in universities that were publicly funded, non-religious in their affiliation, founded before 1980, and with more than 10,000 students currently enrolled. The main conclusion we reached is that primary education teachers in Spain are not adequately prepared to engage with gender and sexuality diversity in the classroom.

The South African Schools Act of 1996 inaugurated a new education system that confronts all forms of unfair discrimination and intolerance. South African schools remain heteronormative and heterosexist. We report on learners' attitudes and experiences towards the learning of LGBT issues. Using a case study methodology, semi-structured interviews were conducted with 11 high school learners. Findings reveal that sexual and gender diversity is not taught in schools due to a lack of knowledge, ignorance and stereotyping of gender and sexuality. We learned that gender and sexual diversity is a silent topic in schools and that silence perpetuate the compulsory heteronormative culture in schools. However, young people are exposed to and confront same-sex sexualities from different sources since many of the peers are disclosing their same-sex sexualities at younger ages. This study concludes that learners are positive and willing to learn about sexual diversity. If the learners are ready to be taught then we will have to revisit those who are charged with teaching, the educators. We conclude that the educators seem to be the barriers to the teachers and learning of sexual diversity and more research will have to look at in and pre-service teacher education.

Gays, Cross-Dressers, and Emos

This paper draws on the largest and most comprehensive Australian research to date that explores the campus climate for sexuality and gender diverse (SGD) people at one university. Using a mixed-method approach that incorporated an online survey open to all students and staff (n = 2395), face-to-face in-depth interviews with key stakeholders (n = 16) and an online document analysis, the study explored participants’ perceptions and attitudes to sexuality and gender diversity on campus, experiences of in/exclusion, (un)safe places, visibility in public online documents, and the campus-based services available to support SGD individuals. The findings point to the ongoing exclusion experienced by SGD people across the university. We show how exclusion serves to silence individuals across multiple levels and how this, in turn, limits the visibility of, and redress for, exclusion, impacting on health and well-being. This tension, we posit, can only be addressed safely and holistically through proactive and strategic endeavours on the part of the institution; without which, exclusion will continue to prevail.

The uniqueness of different subjects and cultures within the school leads us to reflect on the socialization processes that take place in this environment of social relations. Several currents have been propagating ideas and producing theories, in order to categorize relationships that involve equality, inequality and difference. The purpose of this work is to investigate how gender and sexual diversity issues are addressed in the school context and to try to think about sexual and gender diversity in school from a relational perspective, problematizing the role of the teacher in an attempt to seek the essentialization of identityidentitár ia. Understanding this issue as indispensable for discussions on this theme, and bringing not only authors who work with gender and sexuality, but also the contributions of analyses on culture, interculturality and the development of equity within the school. The research methodology is qualitative, and the analyses started from a bibliographic study. To support this production, works by authors such as Castro, Louro, Candau, Silva and others were used. The results show the importance of the teacher's social work in understanding and discussing the theme of sexual and gender diversity.