Citizenship and Sexuality: Exploring Diverse Sexualities in Selected Curriculum Documents
In 2005, the Canadian government enacted the Civil Marriages Act permitting same-sex couples to marry. This was the latest in a series of progressive legal moves to acknowledge, recognize and legitimize diverse sexualities, thus ensuring full citizenship rights for all Canadians and the fostering of tolerance and acceptance of non-heterosexuals in the wider society. However, these legal moves did not translate into increased visibility within school curriculum documents. A study of eight secondary school history, civics, politics and law curriculum documents in the Province of Ontario illustrates that topics related sexual diversity are largely excluded and there is nothing to suggest teachers are to encourage tolerance and acceptance of sexual minorities. Drawing on various multicultural, gender and queer theorists, it is proposed that all students need to see diverse models of “being” in their school curricula. Further, for non-heterosexual students a healthy sense of self as well as a strong national identity requires a deep sense of belonging, a belief that you’re membership within the citizenry is acknowledged and respected. Suggestions are offered as Ontario begins a new round of curricular revisions.
||Canada, Education, Curriculum, Diverse Sexualities
International Journal of Diversity in Organizations, Communities and Nations, Volume 10, Issue 4, pp.193-206.
Article: Print (Spiral Bound).
Article: Electronic (PDF File; 665.840KB).
Professor, Faculty of Education, Nipissing University, North Bay, Ontario, Canada
I am a teacher-educator and professor of Education with a background in history, political science and the teaching of social studies/history. I have written and presented in the areas of curriculum, citizenship education, the politics of identity and teaching for conceptual understanding. I am currently co-editing and contributing to a book on generative concepts in social studies and continue to analyze current and past curriculum documents as to their conceptualization of citizenship, identity, social justice, multiculturalism and environmentalism.
Assistant Professor, Curriculum Studies, College of Education, University of Saskatchewan, Saskatoon, Saskatchewan, Canada
Dr. Lynn Lemisko is assistant dean of undergraduate programs & research and
an associate professor of curriculum studies at the University of
Saskatchewan. She teaches social studies methods at the undergraduate level
and curriculum issues at the graduate level. While her research initially
concentrated on the history and philosophy of curriculum, her inquiries have
become increasingly focused on collaborative work with scholars and
practitioners interested in exploring promising practices in educating for
social justice and on investigating various experimental approaches in pre-
service teacher education.
Chair of Graduate Studies, Faculty of Education, Nipissing University, North Bay, Ontario, Canada
Dr. Clausen teaches curriculum studies at both the graduate and
undergraduate levels at Nipissing University, Ontario. His doctoral
work at the University of Ottawa focused on the various manifestations
of curriculum integration in the official Ontario curriculum documents
and in various schools across the province. With his colleagues, he
is currently engaged in a country-wide project to compare the
underlying orientations, implementation and teaching methodologies of
social studies curricula.
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