This blog has been written by Carol Hordatt Gentles, President, International Council on Education for Teachers, and Purna Kumar Shrestha, Global Technical Lead- Resilient and Inclusive Education, VSO International – coordinators of the Teacher Task Force thematic group on Inclusion and equity in teacher policies and practices.

We need open dialogue to understand the challenges faced by LGBTIQ+ teachers

As we celebrate the 2023 International Women’s Day, we see the progress made to raise awareness of issues that challenge equality and equity for women. We recognize that embracing equity “means to believe, value, and seek out difference as a necessary and positive element of life” (International Women's Day). To ensure inclusive and equitable quality education and promote lifelong learning opportunities for all, treating all teachers equally and ensuring the teaching workforce reflects the diversity of the classroom and wider community are critical.

However, difference is often construed as an obstacle, instead of an asset to promote diversity. In many contexts, LGBTIQ+ teachers face serious challenges, including unequal opportunity, lack of representation, discriminatory laws, social exclusion, stereotyping and violence. As coordinators of the Teacher Task Force’s thematic group on inclusion and equity, we feel it is the right moment to reopen a dialogue among policy-makers, practitioners and academic scholars to better understand the inequities and social injustice that LGBTIQ+ educators face around the world.

On the occasion of the International Day against Homophobia, Transphobia and Biphobia in 2022, UNESCO has reminded us that: “Human rights are inalienable rights, to which LGBTI persons are no less entitled than anyone else. Every person, in every circumstance, has the right to respect and dignity, regardless of their sexual orientation or gender identity.”

To ensure LGBTIQ+ teachers’ safety, protective laws need to be enacted

A quick review of the current realities of LGBTIQ+ teachers suggests some improvement in their occupational security, arising from policies to protect them. The 2022 ILO learning guide on Inclusion of lesbian, gay, bisexual, transgender, intersex and queer (LGBTIQ+) persons in the world of work states that “as of December 2020, 81 United Nations Member States provided protection against discrimination based on sexual orientation in employment. These include Barbados, North Macedonia and San Tome and Principe who have recently amended or enacted new labour laws to protect persons regardless of their sexual orientation.” In Poland, labour laws assure that teachers cannot be discriminated against on the basis of sexual orientation, while Canada through its Charter of Rights and Freedoms has also committed to social justice, inclusion and equity for all its citizens, including teachers. The United States Supreme Court ruled in 2020 that protection for persons with diverse sexual orientations and gender identities should include employment protection. Yet, while federal law currently favours protection for LGBTIQ+ workers, twenty-nine states remain with no employment protection laws for LGBTIQ+ workers, including teachers.

Despite the mixed progress in these countries, there are still many others where there is neither a policy nor political will to include or protect LGBTIQ+ teachers. Moreover, even in countries with policies for protection in place, enactment is often weak. Thus, ILO’s Guidelines for the inclusion of LGBTIQ+ persons in the world of work remain current. According to the Organization:

“LGBTI workers often find themselves without legal redress because of prohibitive costs, drawn out legal procedures, or lack of trust in the system. In effect they are denied justice and protection. If we truly want a human-centred future of work that leaves no-one behind we must include LGBTI workers. We must also ensure that laws and policies do not criminalize LGBTI workers on the grounds of who they love and who they are.”

Discrimination and prejudice still impede LGBTIQ+ teachers from thriving

Without legal protection and cultures of inclusion, LGBTIQ+ teachers often live in a state of fear and anxiety about being “outed.” Pitonak (2021) found that among Czech LGBTI public sector employees 52 per cent of educators do not talk about their sexual orientation at work, 71 per cent fear negative reactions from their colleagues, 64 per cent fear it will damage their relationships in the workplace and 44 per cent fear it will impede advancement in their career. In Brazil, DaSilva (2019) found homosexual teachers suffered homophobia within their school communities. In Israel, a survey by the Magnus Hirshfield Institute (Rogel et al, 2021) looked at how school climate is characterised by LGBTIQ+ teachers in Israel. The results showed that 94 per cent of teachers had received homophobic and insulting comments from their students and 53 per cent had heard homophobic comments from other teachers and staff members. In Chile, in a study of the experiences of homosexual and lesbian schoolteachers, participants spoke of fear of the unknown, of uncertainty (Catalan, 2018).

Challenges faced by LGBTIQ+ teachers inside schools are compounded by public opinion and prejudices on the part of parents. For example, a 2018 survey by GLAAD and the Harris Poll, found that 32 per cent of non-LGBTQ Americans would be very uncomfortable if their child had an LGBTQ teacher reflecting false beliefs and prejudice against LGBTQ teachers. There is also the false perception that homosexuality is an ailment that should and can be cured. A survey by Movilh (2008) of parents, students and teachers in Santiago, Chile, found that 24 per cent of teachers did not think homosexuality is an illness, but they believed it was a condition that could be altered.

The picture emerging here is one of LGBTIQ+ teachers for whom secrecy, being afraid, and suffering discrimination are a way of life. In many countries, the subject of differences in sexual orientation remains taboo and is often shrouded in silence; thus, scholarship on this subject is still limited. As Eliza Byard, executive director of GLSEN - the Gay, Lesbian and Straight Education Network in the US has said, “Everyone knows what a huge impact it has on people to have to hide some aspect of who they are in their day-to-day lives. ... When people are free to be themselves, ... they do better work, and this is true for teachers.” In countries where cultural traditions and legal frameworks are less accommodating towards sexual diversity, LGBTIQ+ teachers must also contend with fear of being targeted for persecution and exclusion from classrooms and from various public spaces more broadly.

LGBTIQ+ discrimination contributes to teacher shortages

In a world where teacher shortages and challenges with teacher recruitment, retention and attrition have reached crisis proportions, we cannot afford to continue ignoring the impact of inequity on LGBTIQ+ teachers. It has serious implications for their capacity to provide quality teaching and makes the teaching profession less attractive for those who may want to apply for admission to a teacher training programme. In our own research in Jamaica (Hordatt Gentles and Davis-Morrison, 2020) we found that student teachers face discrimination, even violence from peers, teacher educators and administrators. Some evidence shows that many student teachers have left, after graduation, for destinations where they feel safer. This exacerbates the high rates of teacher attrition and loss of valuable professional capital. Another concern is that, if homophobia and inequality are widespread in teacher training institutions, then possibilities for training teachers to practice anti-homophobic inclusivity and advocacy are limited. As the Global Education Monitoring Report titled Inclusion and education: All means all, states “…in most countries, teacher education related to inclusion and safety of LGBTIQ+ students is a neglected and contentious area”.

Countering negative views of LGBTIQ+ issues through curricula and training

Comprehensive sexuality education (CSE), which is a curriculum-based approach that implicitly includes a better understanding of gender and related norms, rights, equity and combatting negative stereotypes and traditional perceptions of gender roles, is key to promote equality for LGBTIQ+ individuals. An analysis from a review of 50 education systems for the GEM Report's Profiles for Enhancing Education Reviews (PEER) revealed that the least covered content in the curricula is sexual orientation and LGBTQI+ issues. It is covered in only 17% of the countries. Argentina, Lao PDR, Mongolia and Sweden all aim to promote and raise awareness around gender, sexual orientation, and equal rights and opportunities through CSE. Meanwhile in Namibia’s National Strategic Framework on HIV, teachers are trained on how to present sexual orientation and gender identity in the curriculum.

Inclusive education is not possible without effective inclusion of LGBTIQ+ teachers

If we are going to commit to embracing equality, we must do more to recognize, understand and reverse social injustices that characterize the lives of LGBTIQ+ teachers and other educators across the globe. We recognise that in many countries, the inclusion of LGBTIQ+ workers in the education workforce is complex, complicated and wrought with serious political, cultural and social issues. It is, however, significant and demands our attention if we are committed to inclusive education systems that promote equally inclusive education workforces. Simply put, inclusive education cannot exclude LGBTIQ+ teachers for who they are.

Photo credit: Pressmaster/Shutterstock.com

“They can tell you where to sit. They can tell you where to swim. They can tell you where to eat, my boy. But they can never take away what you know. Don't stop learning.”

This is the advice St. Claire Adriaan received from his mum who raised him in a marginalised community under the apartheid regime in South Africa.

As one of the first graduates of colour from what was then known as the University of Port Elizabeth (now Nelson Mandela University) in South Africa, St. Claire has built his 35-year teaching career on the principles of restoration, inclusivity, and diversity. Today, he holds eight degrees, and is the head of Encore Junior/Senior School for the Performing and Visual Arts in Hesperia, California.

Growing up in apartheid South Africa shaped his approach to teaching

“The colour of my skin meant that I couldn’t attend certain schools or universities. I know what it’s like to be excluded and marginalised and I never want my learners to feel like they don't belong, that they are inferior, or that people from marginalised communities can’t achieve success.”

St. Claire’s approach to education is focussed on building positive relationships, and empowering learners from all walks of life. Having attained a master’s degree from the International Institute for Restorative Practices, he’s implementing these methods to help transform education.

The aim of restorative practices, according to the IIRP, is to “develop community and to manage conflict and tensions by repairing harm and building relationships.”

How restorative practices helped transform an entire school

In 2008, St. Claire was appointed as head of Success Preparatory Academy in New Orleans. The school was in an impoverished neighbourhood and had the lowest student test results in the state.

Through St. Claire’s restorative approach, it was named one of the top 10 performing schools in Louisiana just three years later. He believes that the first step to turning a school around, is to employ passionate teachers.

“I hire teachers from diverse religions, race and sexuality because we serve a diverse range of learners. Having teachers from different backgrounds means there’s more opportunity to build relationships, be more empathetic, and become more successful mentors to our learners.”

This approach to equity and inclusion is supported by the 2020 Global education monitoring report which discusses how diverse teachers can serve as role models and have a positive effect on student performance, especially those from minority backgrounds.

Offering opportunities for creative expression

“Following Hurricane Katrina in 2005, the learners were left with a lot of trauma,” recalls St. Claire. “And with that trauma came anger. So I had a muralist paint a big outline of the word UBUNTU on one of the school walls. Ubuntu is a South African philosophy about relying on each other to overcome difficulties. Whenever a learner was acting out, I gave them a paintbrush, and let them paint until the anger had subsided.”

St. Claire also invested in a school music programme to help learners express their feelings. “There’s nothing like a strong music programme to help learners change their mindset and attitude.”

Music has been shown to help students increase their performance in mathematics and languages. It also helps them develop perseverance and better study habits.

Building confidence through affirmation

“We had affirmations every morning, where learners recited positive characteristics about themselves to remind them of who they are, their capabilities, and how their values should be lived out.”

[YouTube video of learners at the school reciting their affirmations]

“We also celebrated every milestone. Whether a learner improved from 95 to 97, or 35 to 37, we celebrated together. It’s not about the test score, it’s about getting better every day.”

Closing the opportunity gap

When St. Claire moved from New Orleans to New York, he brought these interventions with him. In his new school, he also focussed on closing the ‘opportunity gap’. This is defined by the glossary of Education Reform as "the unequal or inequitable distribution of resources and opportunities.".

Making sure learners’ basic needs are met gives them the opportunity to thrive in the school environment.

“Some of the learners in New York were wearing the same clothes every day, so we installed a laundry at the school. We also had a clothing bank, and a food pantry for anyone who was in need.”

“When our learners are out in the world one day, they should feel like there’s a space for them in every situation. They should never feel like they ‘don’t belong’ just because of their background. So we bridge the ‘opportunity gap’ by taking them to restaurants, hotels, and on school trips which they might not experience outside of school.”

By employing passionate teachers, investing in cultural programmes, and building a diverse, inclusive and nurturing learning environment that focuses on restoration and affirmation, St Claire Adriaan's example shows us how teachers can develop powerful tools to transform the lives of learners, even in difficult circumstances.

Learn more about the #TeachersTransform campaign as part of the Transforming Education Summit.

Photo credit:  St. Claire Adriaan

Authors: James O'Meara from ICET and Purna Shresta from VSO.

The Global Education Summit in July raised a record US$4 billion, which will help 175 million children learn. This stunning effort shows what is possible when governments work with the UN and other intergovernmental organizations, alongside development agencies and organizations from civil society and the private sector. Such cooperation will help us achieve the common objective envisaged in the fourth Sustainable Development Goal: ensuring inclusive and equitable quality education and promote lifelong learning opportunities for all.

Education that includes everyone and gives everyone a fair chance of learning is not possible without ensuring that everyone has access to quality teachers. It is crucial to implement policies and practices that promote inclusion and equity for teachers in every educational context, considering gender, socio-economic status, location, ability, and other factors that can lead to exclusion.

Ensuring that everyone has access to quality teachers requires significant levels of investment, especially in least developed countries and small island developing states. To ensure quality education for all by 2030, Sub-Saharan Africa – the region with the highest concentration of least developed countries – will need to recruit and prepare 15 million teachers.

Providing access to quality teachers for all requires:

• closing the gaps in teacher numbers, qualifications, gender, and connectivity in sub-Saharan Africa. The proportion of qualified teachers in the region has steadily declined since 2000 at both primary and secondary levels. Female teachers play a pivotal role in encouraging girls’ enrolment, but less than 50% of primary teachers and 30% of secondary teachers are female. Lack of infrastructure and Internet connectivity were exposed during COVID-19 school closures when they posed an immense barrier to distance and hybrid teaching.
• holistic and inclusive policy dialogue that genuinely involves teachers, during the development, implementation and assessment of teaching policies and practices that promote fair opportunities for all teachers.
• innovations in recruitment, as current approaches are failing to close teacher gaps. New approaches should focus on creating new pathways into teaching for people from groups underserved and underrepresented in teacher workforces. Establishing such pathways will help to close not only the numbers gap but also demographic gaps, for example by positioning local role models from local communities who use local dialects in hard-to-staff classrooms across the globe.  
• quality professional development for all to increase levels of teacher retention. If we are to “retain the trained” we need to support countries along every stage of their journey in designing, implementing and evaluating high-quality and effective teacher professional development programmes and systems. If we fail to “retain the trained” by 2030 we will have failed to heed the warnings by the UNESCO Institute of Statistics in 2014 that by 2030, 89% (24 million teachers) of the teacher gap will be caused by attrition.

Helping 175 million children learn moves us closer to the shared vision expressed in SDG4. The international education community will be able to maintain the momentum created by the Global Education Summit – and help to ensure quality teachers for all – at the 13th Policy Dialogue Forum and governance meetings of the International Task Force on Teachers for Education 2030, which will be held in Kigali, Rwanda, and online from December 1 to December 3, 2021. The meetings provide the ideal setting to come together again and invest in teachers now ­to ensure sustainable recovery from the COVID-19 crisis and prepare today’s learners for tomorrow.

Have your say in developing, implementing and assessing teaching policies

The Inclusion and Equity in Teacher Policies and Practices Thematic group is launching a series of online discussions – synchronous (September 2021) and asynchronous (October and November). The discussions are designed to allow you to get involved with shaping policies and practices that promote fair opportunities for all teachers. By sharing your knowledge, you can help bridge the growing gaps in teacher recruitment, preparation and deployment, which have been exacerbated by COVID-19.

Your engagement in this inclusive policy dialogue will ensure teachers and their representative organizations have a greater voice in policy-making processes. You can participate in these discussions at a time and place convenient to you, increasing the diversity of perspectives on how to provide pathways into teaching for the underserved, vulnerable and underrepresented (including migrants, people with disabilities, indigenous people, ethnic minorities and the poor), closing the teacher numbers gap across the globe.

Details of the first synchronous session on September 24 will be posted on the TTF website. If you are already a TTF member, please visit the TTF website and join the Inclusion and Equity in Teacher Policies and Practices thematic group in the Member Space before the event so you can receive information on TTF events. If you are not a TTF member, please contact the coordinators of the thematic group: Purna Shrestha at purna.shrestha@vsoint.org or James O’meara at james.omeara@tamiu.edu.

Photo: The teacher and her students in a Rwanda primary school. Credit: GPE