The Politics and Pedagogy of Sexual and Gender Minority Inclusion Studies

• In Event: Canadian Association for Teacher Education (CATE): Educating for Social Justice: Canadian Perspectives

Abstract

The mission of the Institute for Sexual Minority Studies and Services (iSMSS) in the Faculty of Education, University of Alberta is to help enhance possibilities for groundbreaking research, policy development, educational and community outreach, and service provision focused on sexual and gender minorities and their issues and concerns. Since most Canadian universities engaged in sexual-and-gender-minority work tend to separate studies functions (research and teaching) from university and community service and outreach functions, the Institute represents a unique and holistic Canadian model placing sexual-and-gender-minority inclusive studies and services in a dynamic, interdependent relationship. As a key part of its provision of services, iSMSS provides educational experiences about sexual and gender minorities and issues affecting them in education and culture on a request basis for undergraduates in teacher education using workshops, presentations, seminars, and guest speakers. In fact, we do extensive educational outreach to pre-service teachers in our Faculty of Education. As Director of the Institute for Sexual Minority Studies and Services, I have co-developed content and instructional methods with iSMSS staff for delivering sessions for undergraduate education students focused on 1) the needs of sexual minority and gender variant students and teachers and 2) sexuality and gender inclusive educational policies and practices in relation to schooling. I have trained new staff and graduate students to help deliver sessions in keeping with teacher-association policies promoting diversity, equity, and human rights. During recent academic years, iSMSS provided sessions for more than 1000 students per year. These sessions were given in various undergraduate courses (including core ethics and school law and classroom management courses) throughout the Faculty of Education. In this panel presentation, I will speak to the politics and pedagogy encompassing this work in our teacher-education program.

Author

• Andre P. Grace, University of Alberta