Tag Archives | LGBT perspectives

Blue, pink and white horizontally striped trans flag

Trans inclusion at university

Moving to university and starting a new phase of life can offer particular challenges and opportunities for students who identify as transgender, or trans. Despite the recent increase of trans visibility in public life, coming out as trans can often be difficult and trans identities are still not widely understood. What does trans / transgender mean? […]

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LGBTQ Inclusion slideshare

LGBTQ Inclusion – strategies and best practices

Studies have shown that LGBTQ (Lesbian, Gay, Bisexual, Transgender, and Questioning) inclusive curriculum and teaching strategies increase feelings of safety among both LGBTQ and straight students, improves overall school climate, and improves educational outcomes for all students. This LGBTQ Inclusion slideshare comes from a workshop exploring the rationale and strategies for integrating LGBTQ issues and […]

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diversity and avoiding stereotypes

Avoiding stereotypes and celebrating diversity

Curriculum content can, often unwittingly, present and perpetuate stereotypes. Attention should be given to avoiding stereotypes by identifying where this occurs and removing discriminatory material from the syllabus. Stereotypes can be challenged by using a range of examples, images and illustrations, or considering the references and reading materials included in a bibliography. This does not mean providing an example or image […]

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Tackling homophobic bullying and unacceptable language

People do their best – and thrive the best – when they can be their authentic selves and LGBT students are no different in this respect.  Homo- and transphobic bullying and unacceptable use of language can negatively impact the student experience and thus impacts on LGBT students’ capacity to do as well as they are able. […]

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Woman walking with a rainbow umbrella

LGBT perspectives and learning at university

In Higher Education, what we include and how we teach it are intrinsically interlinked and together form part of the basis of the dominant culture provided by the student’s subject area and institution. If this dominant culture clearly negatively judges or omits the LGBT experience, it is perhaps not unsurprising that expectations within this group […]

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