The LGBTQ2S+ scholarship presents a strong argument for deconstructing gender-conforming privilege. Examine the binary of gender to propose strategies for adult education practice that is inclusive of all members of the LGBTQ2S+ community.

The topic of gender identity and orientation while entering the arena of LGBTQ2S+ is utterly foreign to me. Up until now, I have given it very little thought because neither family nor friends live in this world. I do not need to research the topic nor get involved in its activism – or should I?

            To publicly identify yourself as gender non-conforming, intersex, trans or nonbinary could be a personal and employment disaster. When I was instructing law enforcement, it could be the kiss of death for promotion, transfer, or just working with other officers. Jokes in the office or inability to talk about their lived experiences were culture-driven. This stigma exists even today despite the government rhetoric and political lies and hogwash denying it does not.

            To be fully present and being your whole self requires expressing your gender identity authentically. Gender impacts everybody, and as a parent, educator, student, and future employee, I want to be an LGBTQ2S+ ally. I have had no training in the complexities of gender, and I may still have some confusion by people who do not exclusively identify as male or female. I admit my faults to all of you, but I am willing to think about diversity and inclusion, learn about it, and take diversity, inclusion, and equity training. It is essential educators understand the complexities of gender.

            The strategies for my adult education practice are to 1) deconstruct the notion of the gender binary and reconstruct the learner’s understanding of gender as something much more; and 2) equip my learner’s for a future where trans, gender non-conforming, intersex, and nonbinary people are thriving. Create a safe space where learners can learn and unlearn and gain the skills and tools they need. Learners must understand it is their duty as community members to take this reality seriously and be proactive in their learning moving forward. As stated by DeVita & Anders (2018, p. 65), “a primary goal of educational programs on college campuses (i.e. SafeSpace/Zone) has been the development of a critical mass of heterosexual and cisgender individuals who support LGBTQ+ individuals.”

            I will be learning more about this topic and will be a leader in my educational field by changing the cultural norms that reinforce the binary. My future duty as an educator is to research and learn more while adding whatever social activism I feel comfortable with.

Laurie

DeVita, J., & Anders, A. (2018). LGTQ faculty and professionals in higher education: Defining allies, identifying support. College Students Affairs Journal, 36(2), 63-80. https://search-ebscohost-com.libraryservices.yorkvilleu.ca/login.aspx?direct=true&AuthType=url,cookie,ip,uid&db=ehh&AN=133024613