How Service Learning Mindsets can Create Inclusive LGBTQ+ Spaces in Schools
Shei Ascencio & LeeAnne Lavender
Why LGBTQ+ representation matters at schools
Recently, I went to my child’s school for the beginning of the year’s “Meet the Teacher Night.” Tenoch is a free-spirited 8-year-old enrolled in a public school in Manitoba, Canada catering to students from nursery to Grade 6. My partner and I were excited to finally get to see Tenoch’s school, as last year, there were still many restrictions around Covid-19.
The first thing we noticed as we walked in was a big Progress Pride Flag on the glass entry door; as we continued down the main hallway, another flag greeted us, and more kept catching our eyes, including one on the library door! We were delighted to see visual representations of LGBTQ2+ (Secretariat, 2019) across Tenoch’s elementary school.
We know there is more to equity work in the realm beyond stickers and flags so we asked Tenoch what the flag meant and why it was in so many places around the school. His answer was: “You know why! Everyone is welcome here. You can be who you are no matter what. Just be you”. It seemed the answer to my question was quite obvious, according to my 8-year-old.
LGBTQ2+ representation in schools matters a great deal. With intentional guidance from teachers, kids of all ages quickly understand the message of inclusion behind the Progress Pride Flag. The simple act of visual representation might be the first step for many schools, one that can be elevated by weaving awareness into the curriculum, the literature used in the classrooms and school library, the words that community members use, and more. Representation means that a child is aware of others at a deeper level, and that there is a degree of consciousness about the diverse form of identities in a school community.
Where do we go from here? For schools that are working on LGBTQ2+ representation or whose goal is to continue expanding in this important area, how can the faculty and students take action to elevate LGBTQ2+ representation in the school?
What are Service Learning mindsets and how can they provide a foundation for LGBTQ+ inclusion?
Service learning is a dynamic learning process and experience that lends itself to mindful and purposeful conversations and reflection. If we want our students to engage in meaningful and sustainable ways in local and global communities, it’s important that they:
understand the root causes of global issues
can identify community assets and needs
understand the nature of reciprocal and equitable community partnerships
can reflect on their own experience and the experience of others
can acknowledge systems and experiences of power and privilege and act to create and reinforce systems that foster diversity, equity, and inclusion
act sustainably, purposefully, and with positive outcomes for communities, making no assumptions about community partners, and engaging in the co-creation of positive change-making
identify their own role as changemakers and advocates, and understand how and when to build up the same abilities and skills in other people and contexts
In order to experience service learning with these values in mind, it is key that teachers and students make time for deep and compassionate listening, intercultural understanding, community mapping, and multiple windows for authentic self-reflection.
When service learning educators approach their learning experiences with students in these ways, the mindsets created provide a rich foundation for LGBTQ+ inclusion and additional types of inclusion. This can create a student-driven approach where school communities become defined by radical acceptance, affirmation and inclusion.
The power of partnerships
We highly recommend exploring partnerships and collaborations to provide students with a real platform and unique opportunities to express themselves as well as access the work that many incredible organizations do.
In 2020, I (Shei) invited Pride and Less Prejudice to participate virtually at the Luanda International School’s (LIS) Second Core Retreat, and they delivered an inspirational presentation to senior students. LIS is based in Angola and is committed to fostering compassionate, confident, and socially responsible individuals who thrive in the world. The presentation about the work that Pride and Less Prejudice is doing to foster inclusive classrooms aligned perfectly with the school’s service learning curriculum, and it was extremely well received by the senior students. We knew there was more to be done, so we passed on the mic to students and invited them to share their take on LGBTQ+ representation in the classroom.
The students’ responses were honest, heartfelt, and deeply connected to their own identities. They were also a call to action on the importance of more representation in classrooms and schools. They raised awareness about actions, big and small, we can all take. As Fleur-Aimée pointed out in her written contribution to PLP, “People with damaging views and opinions should be challenged to feel like they have to struggle to explain their reasoning. By ostracizing their opinions, their beliefs then become less normal.” (Discussing Inclusivity with Students at the Luanda International School, n.d.)
A Second Example
At the 2022 AISA-GISS student conference, hosted virtually by a team at the American International School of Cape Town (AISCT), students were able to choose an affinity group and meet with peers in three different windows during the 2-day online event.
The AISCT team was thoughtful and purposeful in designing the affinity group experience and aligned the teams with some of their own goals in the Diversity, Equity, Inclusion and Justice (DEIJ) realm. One of the affinity groups was for LGBTQ+ students and allies, and the group of students who joined this group experienced a deep connection. They engaged in listening and dialogue that resulted in a greater sense of how to foster more inclusivity on their school campuses, and they connected with peers from other AISA schools in a meaningful way.
The affinity groups were able to share some reflections with the whole group of conference participants towards the end of the AISA-GISS event, and it was clear that this approach resulted in purposeful and impactful conversations for many students. It also facilitated ideation as well as the growth of student voice and agency in areas related to DEIJ initiatives throughout the AISA region.
Shei - Partnerships provide excellent opportunities for students to become inspired, be active agents, and advocate for what they believe in. They provide concrete, tangible opportunities to practice multiple skills that they have developed over the years and, most importantly, take action and amplify their voices.
LeeAnne - We hope this article has been a helpful introduction to how service learning mindsets can help you create inclusive LGBTQ+ spaces at your school. There is much to add to this discussion, and we hope that these ideas can be a starting point for your work with diversity, equity and inclusion in your classroom or on your campus.
Audio version by LeeAnne Lavender & Shei Ascencio
References
Discussing Inclusivity with Students at the Luanda International School. (n.d.). Pride and Less Prejudice. Retrieved September 23, 2022, from
https://www.prideandlessprejudice.org/blog/discussing-inclusivity-with-students-at-the-luanda-international-school
Secretariat, T. B. of C. (2019, August 21). What does LGBTQ2+ mean? Www.canada.ca.
https://www.canada.ca/en/treasury-board-secretariat/corporate/news/what-does-lgbtq2-
mean.html
