Unwilling or Unequipped? A Case for Mandatory Training on Sexual Orientation and Gender Identity in Teacher Education

This paper examines the dearth of curriculum regarding sexual orientation and gender identity in teacher education programs across Canada. There is a dire need for curricular, linguistic, and structural change in order to ensure the recognition and protection of gender and sexual minorities in schools. Often, teachers cite a lack of knowledge around language and issues related to queer and trans identities as reasons why they are hesitant to teach related topics or support activism in their schools. An examination of curriculum related to gender and sexual minorities offered in Canadian Bachelor of Education programs will show how queer and trans identities are systematically delegitimized and explore why many teachers are ill-equipped to support these students. This paper calls for education programs to work towards the implementation of mandatory competencies that will encourage pre-service teachers to explore issues of gender and sexual diversity and provide a strong foundation to discuss these issues in productive, inclusive ways while problematizing the heterosexist and cissexist structures that shape educational institutions. Giving teachers the tools and knowledge to discuss sexual orientation and gender identity will allow them to better support students, develop and deliver inclusive curriculum, and address issues of discrimination and prejudice.