Gender and Sexuality E-presentation for M.Ed TLDL U of Alberta November 2013 Sexuality in curriculum slideshow

1. Sexuality in
Curriculum
Identification of self and others as straight,
gay, lesbian, bisexual, transgender or
questioning with the associated knowledge and
skills to be a contributing member of society.

2. Why explicitly
include
sexuality in the
curriculum?
"An inaccurate picture of
social life (is painted) and
perpetuates intolerance...
(with) destructive
consequences" (Thornton,
2009,p.362)

3. Implications of
heterosexist curriculum
Identification as deviant and a perversion
LGBTQ stereotyping
Gay agenda about recruitment
Religious, cultural, moral values of parent community
Age appropriateness
Lesbian-led families -no male role models
Students as victims
(Martino, 2011, p.481)

4. How?
Approach curriculum as a set of
actions built toward conversations of
understanding...encourage asking and
re-asking of questions
-not answering them (Bey, 2013, p.11)

5. How?
"Educational transformation requires
research, training and curriculum
development"
(Bedford,2002,p.137)

6. How?
There is a “need to locate and
exploit incoherencies of sex, gender
and desire” (Jagose, 1996,p.3).

7. But...there are
barriers to inclusion
Assumption of
heterosexuality
Curricular gaps
Invisibility
Too dangerous
Too noticeable to
confront
(Straut, 2002, p.31)

8. So...become aware

9. Inclusion Opportunities
(Thornton, 2009, p.365)
There is power in queer intervention of heterosexist
discourses of schooling
(Jimenez, 2009,p.173)
Take advantage of opportunities to open dialogue
(Comment, 2009,para.4)
Be sensitive
Be courageous
Be knowledgeable

10. Because if you don't...
Silence and censorship
will marginalize and
validate exclusion
(Martino, 2011, p.481)

11. Normalizing
homosexuality...
...means social justice for all.
This is a human rights issue!

13. Created by
l.Holwerda
For EDEL 561
Processes of Curriculum Development
November 2013