Addressing Gender and Sexuality Injustice in Hong Kong: An Exploratory Critical Content and Language Integrated Learning Curriculum

• In Event: The Curricular Cost of Gender and Sexuality In/justice

Abstract

“Oppression related to sexual identity is a fact” (Crookes, 2013, p. 131). To address such oppression in the postcolonial Hong Kong context, in which conservative institutions delay, marginalize sex and sexuality education (if any) in formal schooling, the proposed paper presents a critical sexuality literacy curriculum study that was tested in a tertiary classroom to challenge gender and sexuality injustice issues. The researcher used the Content and Language Integrated Learning (CLIL) approach (Coyle et al., 2010; Derewianka & Jones, 2012) to design a curriculum using CLIL’s ‘field’, ‘tenor’, and ‘mode’ concepts, with proven benefits to learners in knowledge and language gain as attitude changes towards’ LGBTI people.

Author

• Jason Manbo Ho, The Hong Kong University of Science and Technology