LGBTQIA+ Identities in the classroom

Terms and life realities

LGBTQIA+ Are the initials that collectively designate lesbian, gay, bisexual, transgender, intersex, queer/questioning, including through the + any other identity that falls in the middle of all of them or nowhere. These letters represent a wide range of sexual orientations and gender identities. Each of these identities comes with its own unique experiences and challenges, significantly impacting people's lives, including your students.

Perhaps you already knew this, or maybe you thought you did but realised you didn't. Maybe it's completely new information. Whatever the case may be, this module will serve as an introduction to help you better understand the concepts surrounding the experiences and challenges of people belonging to this community. Your students are more than numbers: they are people with unique stories, identities and needs. Understanding and supporting LGBTQIA+ identities in the classroom is essential for creating an inclusive and equitable educational environment.

In this module, we will break down the meanings of gender and sex, showing that there is a broad spectrum beyond male and female. You will learn important LGBTQIA+ terms and how to use language that respects and supports everyone. We will discuss the various forms of discrimination that people face and the negative stereotypes that affect the community, supporting you to recognise and challenge these issues. Finally, we will review the history of LGBTQIA+ rights in the EU, highlighting the most significant milestones and progress made in the fight for equality.

Learning content

1. Understanding gender & sex
2. LGBTQIA+ terminologies & Inclusive language
3. Forms of gender based discrimination
4. Anti LGBTI+ rhetoric
5. History of LGBTQIA+ Rights in the EU: Where We Were, Where We Are Now

1. Understanding gender & sex

1.1. The spectrum of gender

Gender is a broad and diverse concept that goes beyond the simple male-female dichotomy.
Unlike sex, which is biological, gender refers to the expectations, roles and behaviours that a society assigns to people according to their sex assigned at birth. So we can say that is a social construct, which means that gender it’s not a noun but a performative act through regulatory practices of gender coherence.

Each person's experience of gender is unique, underscoring the importance of understanding gender as a spectrum, rather than a fixed category.

Many people do not identify as strictly male or female. Further on we will explore identities such as non-binary gender, gender fluid, agender, among others, and how these terms reflect the diversity of gender experiences.

1.2. The language of gender

Language is a living entity that adapts to our world. We come up with new nouns and verbs all the time — there was once a time when "googling" wasn't a thing, and neither were "podcasts." Pronouns don't change as much, but they do come, go, and change! Thinking about – and changing – how gender is represented in language is nothing new as language can empower or marginalise people. In this sense, keeping up to date and being aware of the impact of our words is crucial to respecting and validating people's identities.

Have you ever heard of ‘linguistic microaggressions’? They're like those little pokes that you barely feel, but at the end of the day they leave you feeling a bit annoyed. Imagine you're at a party with your same-sex partner and someone says, ‘How brave of you to be so open about your sexuality!’ Although it sounds like a compliment, they're actually assuming that being LGBTQIA+ is something to be brave about, as if it's a heroic act rather than just being yourself.

They may be seemingly harmless comments, but they actually transmit a message of rejection or disrespect. For example, using the wrong pronoun for someone is like calling someone by their pet's name - no one wants that, right?

1.3. Difference between sex and gender

If you think sex and gender are the same, it's time to rethink some of these ideas.

Biological sex
This refers to the physical and biological characteristics (such as chromosomes, sex organs and hormones) that are traditionally used to classify people as male or female. We will discuss how sex is not always binary, with the existence of intersex people challenging this simple classification.

Gender as an identity
Unlike sex, gender is the internal, personal experience of identity, which may or may not align with the sex assigned at birth. We will address how society constructs and reinforces gender roles, and how people can navigate these expectations.

2. LGBTQIA+ terminologies & Inclusive language

Defining LGBTQIA+ terms is not straightforward, as these concepts change and reflect social arrangements of communities and national norms. In this section we’ll break down the must-know concepts so you can avoid outdated views and genuinely connect with your students. Let’s make sure your classroom is a place where everyone feels acknowledged and respected as a unique being.

2.1. LGTBIQA+ terminologies

Sexual Orientation:
A person's internal experience of sexual, romantic and emotional attraction.

Emotional Orientation:
Emotional orientation refers to an individual's capacity to feel strong emotional connections with others, which can include feelings of empathy, compassion, and intimacy. It involves the ability to form deep emotional bonds with other people, regardless of whether those relationships are romantic or platonic in nature.

Romantic Orientation:
Romantic orientation refers to an individual's potential to experience romantic attraction to a specific gender or genders. Romantic attraction is distinct from sexual attraction, and involves feelings of love, passion, and intimacy towards another person.

Asexual:
A person who does not feel sexual attraction.

Bisexual:
Attraction to more than one gender.

Coming out:
The process of publicly revealing one’s sexual orientation or gender identity.

Demisexual:
A person who feels sexual attraction only after forming a strong emotional connection.

Gay:
A man attracted to other man.

Heteroflexible:
Primarily heterosexual but may engage in same-sex activity.

Intersex:
A person having sex characteristics that differ from typical male or female.

Lesbian:
A woman attracted to other women.

Pansexual:
A person who feels attraction to people regardless of their gender identity. This term aims to reject the gender binary.

Sapiosexual:
A person who feels attraction based on intelligence rather than gender or sex.

Outing:
Disclosing any aspect of a person's identity related to sexuality or gender that they haven't shared publicly.

Questioning:
Process of exploring some aspect of sexuality or gender.

Gender Identity and Expression

Gender Identity:
which may or may not correspond with their sex assigned at birth or the gender attributed to them by society. It includes the personal sense of the body, which may or may not involve a desire for modification of appearance or function of the body by medical, surgical or other means.

Gender Expression:
How a person presents their gender through clothing, behaviour, etc.

Gender Diversity:
Equitable representation of different genders.

Gender Binary:
Refers to the classification of all people into two distinct genders: male and female. While many cultures have historically recognised a variety of gender identities with corresponding roles in society, these identities may have been suppressed with the spread of Western colonisation.

Genderqueer:
A person identifying as neither, both, or a combination of male and female.

Genderfluid:
Adjective for someone whose gender is not fixed over time.

Gender Oppression:
Systems that privilege cisgender people and disadvantage transgender or gender non-conforming people.

Agender:
Identifying as having no gender.
Cisgender:
Gender identity aligns with sex assigned at birth.

Transgender:
Umbrella term for people whose gender identity differs from the gender identity generally assumed for the sex they were assigned at birth.
Transition:
The process of aligning one's body, name, and legal documents with their gender identity.

Social Transition: Changes in name, pronouns, clothing, etc.
Legal Transition: Updating legal documents.
Medical Transition: Hormone therapy and/or surgery.

Gender Confirmation/Affirming Treatment: Medical interventions to align with gender identity.

Non-Binary:
Gender identity outside the male-female binary.

Deadnaming:
Using a trans person's birth name when they no longer use it.

Chosen Name:
A name a person selects to reflect their gender identity.

Dysphoria:
deep feeling of discomfort or dissatisfaction that can arise when a person experiences a disconnect between their emotional or physical state and their identity or circumstances. This term is commonly used in the context of gender dysphoria, but can also be applied to other contexts, such as body or emotional dysphoria, where someone feels uncomfortable with their appearance, situation or internal aspects of themselves.

Passing:
Being perceived as belonging to a gender identity different from one's assigned sex.

Drag:
Exaggerated, theatrical presentation of gender.

Hormone Blockers:
Medications that interfere with the production or action of hormones in the body

Binding:
Flattening the chest area.

SOGIESC:
Acronym for Sexual Orientation, Gender Identity, Gender Expression and Sex Characteristics.

Queer:
Inclusive term of a wide range of diverse sexual orientations, gender identities and expressions.

QPOC:
Queer Person of Color Did you know? In the 19th century, the term used to refer to male homosexuality was Uranism. It alluded to the Greek god Uranus, associated with the idea of a pure and elevated, almost Platonic, love between men. Unfortunately, it became linked with negative connotations and fell out of use, later replaced by the word homosexual, coined in 1868.

As we will see in the following section, words are very powerful tools, and with great power comes great responsibility. That's why we have prepared a table for you that lists outdated terminology and its modern equivalents to keep you up-to-date with your students. A lexicon of gender identities around the world

Below are a few examples from the vast array of terms used globally to describe individuals with diverse SOGIESC. The meanings of terms can vary significantly between regions, with some being perceived negatively in certain contexts. Words that were once derogatory or used as slurs have been reclaimed by those they were intended to describe. While a term might be accepted by some, it may not be viewed the same way by everyone. It is essential to acknowledge individuals' rights to self-identify as they prefer. You are encouraged to identify terms that are relevant to your language(s) and specific context.

Acaults:
A colloquial term in Burmese used to describe individuals assigned male at birth who embrace female attire and social roles.

Akava’ine:
A term from the Cook Islands in Māori, designating transgender or transsexual women.

Bakla:
A Tagalog term in the Philippines that encompasses various sexual and gender identities, particularly referring to those assigned male at birth who adopt female clothing, behaviour, and social roles.

Burrnesha:
Unique to northern Albania, this term describes those assigned female at birth who adopt a male gender identity and vow to remain celibate. This practice is also known as vajzë e betuar, indicating the assignment of gender by parents at birth or in early childhood.

Calabai/Calalai/Bissu:
The Bugis community in southern Sulawesi, Indonesia, recognises three sexes (male, female, intersex) and five genders (men, women, calabai, calalai, bissu). Calabai refers to those assigned male at birth who embody femininity, while calalai refers to those assigned female at birth who express masculinity. Bissu represents a transcendent gender that includes all or none and serves specific ritualistic functions, often likened to priests.

Dee/Tom:
In Indonesia, the Philippines, and Thailand, these terms characterise women who present femininely (dees) and those with masculine gender expressions (toms) who are attracted to other women.

Fa’afafine:
A term denoting third-gender individuals from Samoa and among the Samoan diaspora, similar to fakaleitī and māhū.

Fakaleitī:
A Tongan term referring to individuals assigned male at birth who exhibit feminine gender expression, akin to fa’afafine and māhū.

Guevedoche:
A term in the Dominican Republic referring to certain intersex individuals who do not identify strictly as men or women.

Hamjensgara:
Used in the Islamic Republic of Iran, this term describes men primarily attracted to other men. It is preferred by those who wish to avoid being seen as part of Western LGBTIQ+ activism, and it highlights a desire to fit within traditional Iranian family dynamics.

Hijra:
A broad term prevalent in South Asia, especially India, which can refer to individuals who do not identify as men or women, and in some contexts, to women assigned male at birth. In Pakistan and northern India, they may also be called khawaja sara or zenana.

Khanith:
An Omani term indicating a person assigned male at birth with feminine gender expression. Although historically viewed as derogatory or inaccurate, some individuals have embraced it.

Kuchu:
A slang term for gay individuals in Uganda, historically negative but reclaimed by some within the community.

Māhū:
Literally meaning "in the middle," this term is used in Hawaiian (Kanaka Maoli), Māori (New Zealand), Ma’ohi (Tahitian), and other French Polynesian cultures to describe third-gender individuals with traditional spiritual and social roles, similar to fakaleiti and fa’afafine.

Mashoga:
A Swahili term from Kenya that denotes a variety of gender identities, primarily used for gay men, though it also applies to those assigned male at birth who express femininity or identify as non-binary.

Metis:
In Nepal, this term refers to individuals assigned male at birth who exhibit a feminine gender identity or expression.

Mithli:
A shortened form of mithli al-jins, this Arabic term describes a person whose primary attraction is towards the same gender and is considered non-derogatory.

Motsoalle:
A Basotho term from Lesotho that refers to a woman in a socially acceptable long-term relationship with another woman, which may involve physical intimacy alongside each person’s heterosexual partnerships. Muxe: Among the Zapotec people in Mexico's Oaxacan peninsula, muxe (or muxhe) traditionally refers to individuals assigned male at birth who express femininity. In recent years, it has also been associated with gay men.

Shuga/Bujaina:
These are preferred terms in Tanzania for gay men (shuga) and lesbians (bujaina).

Sistergirl/Brotherboy:
Terms used to describe Indigenous transgender individuals within the Queensland Aboriginal and Torres Strait Islander communities in Australia. A sistergirl (or sistagirl) is someone assigned male at birth who identifies as female, while a brotherboy is someone assigned female at birth who identifies as male. Sistergirls typically adopt female roles within their community, while brotherboys take on male roles.

Skesana:
An IsiNgqumo term used by Bantu speakers in southern Africa and Zimbabwe to describe individuals assigned male at birth who identify with a female gender or express femininity. In the same language, injonga refers to masculine gay men.

Takatāpui (Takataapui):
A Māori term that originally referred to a same-gender partner. It has evolved into an umbrella term that encapsulates diverse sexual orientations and gender identities while embracing Indigenous identity. Additional Māori and Pacific terms for gender identity in New Zealand include aikāne, akava’ine, fa’afafine, faafatama, fakafifine, fakaleiti, māhū, palopa, tangata ira tāne, vakasalewalewa, and whakawahine.

Tida wena:
A term for the two-spirit identity among the Warao people, an Indigenous culture from the Bolivarian Republic of Venezuela. It describes individuals who do not identify strictly as male or female and are believed to possess dual spirits, often taking on the role of a shaman.

Travesti:
A nuanced Spanish term whose meaning can vary by context and region. Commonly used in South America, particularly in Argentina, Brazil, and Peru, it describes individuals assigned male at birth who develop a gender identity aligned with expressions of femininity. Initially, the term referred to cross-dressing but has expanded to encompass individuals who live as women daily.

Outdated Term	Recommended Term	Why?
Homosexual	Gay or Lesbian	It is not completely out of use, but its generalisation is. Using this word is not necessarily wrong or hurtful, but don't generalise! Young people tend to prefer to identify with more concrete labels.
Transvestite	Cross-dresser	This term is often seen as more inclusive, as it does not make assumptions about an individual's gender identity or sexual orientation.
Hermaphrodite	Intersex	It is the preferred term for individuals born with sex characteristics that do not fit typical male or female patterns. It is more inclusive and accurate than "hermaphrodite," which is an outdated and potentially stigmatising term.
Sexual Preference	Sexual Orientation	"Sexual preference" is an older term that implies that sexual attraction is a choice or preference.
Transsexual	Transgender	“Transgender" is a broader term that encompasses a wider range of gender identities, including non-binary individuals who may not desire or undergo physical transitions.
Sex reassignment	Gender affirmation	This term emphasises the affirmation of one’s gender identity rather than a change of sex.

Interactive activity 1:

Code to embed (if Wordpress)

General embed if it’s not wordpress:

Link in case none of the above works https://g0857k70w4u.typeform.com/to/MePXBzlZ

Interactive activity 2: LGBTQIA+ Terminology

Objective: This activity aims to enhance both teachers' and students' understanding of LGBTQIA+ terminology and realities.

Materials:

Glossary of terms
erm cards (e.g., asexual, polyamorous, demisexual)
Statement cards containing affirmations about LGBTQIA+ myths and concepts. For example, some statements could be: "Non-binary people are not really men or women" or "Lesbians cannot be feminists." Make sure to include both true and false statements to encourage rich discussion.

Procedure

Begin with a brief introduction highlighting the importance of accurately understanding these terms. Then, divide participants into groups and provide each group with statement cards about LGBTQIA+ identities and myths. Each group should define the concept, discuss, and decide whether the statement is true or false before sharing their response with the rest of the class. As statements are presented, the teacher should provide clear explanations and definitions, aiming to foster reflection and dialogue among students. To conclude, facilitate a brief reflection on the importance of visibility and how misinformation can perpetuate stereotypes.

2.2. Inclusive Language

Language is a form of freedom and an instrument in the service of humanity. It is used to reflect opinions, assumptions and state of minds. Nevertheless the language in an ideal world should not be biassed and we as humans are responsible for its use. The way we address a group or an individual reflects the way we reproduce our inner values, our beliefs, our prejudices and our stigmas modelled on a stable social and cultural cost. It is not a stagnant instrument; on the contrary, it evolves as an instrument, and as such it should be used for social transformation. Avoiding derogatory and discriminatory terms towards people is an exercise of responsibility in order to achieve a social transformation that leads to a respectful, inclusive and equitable society. Language creates reality.

Inclusive language varies according to cultural context. It varies in its forms, but not in its definition.

We will address this issue in more depth later; for now, here are some suggestions:

Do not assume a person's gender identity or sexual orientation. Instead, use terms and phrases that do not reinforce gender stereotypes. Example: use "people" instead of "men and women".
Language is constantly evolving; being willing to learn and adapt is crucial, even more for educators as you!
Simple practices, such as asking for a person's pronouns, can make a big difference in inclusion.

2.3. Understanding Pronouns

If you're not a language or literature teacher and you can't quite remember what you learned about pronouns back in primary school, don't stress! We're here to refresh your memory.

A pronoun is a word that replaces a noun. It's used to refer to people, animals, or things without having to repeat the noun over and over again. In this case, it's important to focus on the meaning it can have for your students.

Pronouns reflect how a person identifies themselves and how they wish to be recognised by others. They are a crucial aspect of respecting gender identity. Using them correctly is a fundamental way to recognise and validate a person's identity, especially for trans persons.

So, pronouns are little words with big responsibility.

Neutral pronouns are a great way to encourage inclusion as they allow people to express their gender identity without being limited to the traditional gender binary. For that reason, pronouns can change as people explore their gender identity.

Strategies for asking respectfully:
Introduce yourself and your pronouns and then ask "What are your pronouns?" or "How would you prefer me to refer to you?" are appropriate ways to start the conversation.
Tip:
You could try this on the first day when you and the students are getting to know each other. It's a great way to break the ice and build trust right from the start.

What to do if you make a mistake:
Don’t worry, mistakes happen. Acknowledging the mistake, apologising, and correcting it is the best way to show respect.
Tip:
If you’ve made a genuine mistake, people will usually be able to tell. It’s pretty easy to spot the difference between someone trying to invalidate you and someone who’s just messed up. A sincere apology and a proactive attitude towards change are the best approaches.

2.4. Pronouns in Different EU Countries

The use and acceptance of pronouns varies significantly in different European countries, influenced by linguistic and cultural factors.
The inclusion of non-binary people in language is an issue that has gained prominence in recent years. While in English the use of the neuter pronoun ‘they’ has simplified the process, other European languages present particular challenges.

In languages such as German, known for its complex gender grammar, attempts to introduce neopronouns such as ‘sier’ have met with resistance. Similarly, in France, the proposal of the neuter pronoun ‘iel’ has been rejected in official documents. The grammatical rigidity of these languages makes it difficult to adopt new linguistic forms.

Italy and Spain have opted for more creative solutions, such as the use of asterisks or the symbol schawa (ə) to neutralise the gender of nouns. In Spain, moreover, the use of the pronoun ‘elle’ has become popular. However, the lack of an official consensus remains an obstacle. In contrast, countries such as Sweden and Finland have made significant progress in adopting gender-neutral pronouns such as ‘hen’.

The diversity of approaches in Europe reflects the complexity of adapting language to changing social realities. While there are challenges, there are also successful examples that demonstrate that it is possible to incorporate inclusive language in different cultural contexts. The key is a willingness to engage in dialogue, to be open to new ideas and to find solutions that respect the diversity of gender identities.

Resources (Dokument fehlt noch) M1.2.2 Downloadable Handout: "LGBTQIA+ Terminology Glossary"

2.5. Understanding discrimination

Forms of gender based discrimination

Understanding discrimination Discrimination means treating some people differently from others. Discrimination manifests in everyday lives of millions of people and is usually based on stereotypes and prejudices.

In the chart you can see the vicious circle from stereotypes to discrimination and violence:

STEREOTYPES →
Formed on simplified assumptions by one or several signs in one group

PREJUDICES →
Unreasonable or negative perception towards something/someone.

DISCRIMINATION →
Offensive treatment or exclusion of an individual based on one or more characteristics.

VIOLENCE →
An act that is aiming to injure, abuse, damage or destroy something/someone.

Stereotypes are formed by society and have the ability to change. For example a common stereotype in the mid centuries was that male were wearing high heels, wigs and make up when appearing publicly and at social events. With times this has changed and currently the societal norm is that only women are wearing high heels, wigs and make up and that creates the stereotype ”if a man is wearing heels it means he is gay”.

When such perceptions are made based on the sex or the gender of a person, then it is called gender based stereotyping. In case a person is treated differently based on the common assumptions of a gender appearance, this is called gender-based discrimination.

Gender normativity

The common understanding in current society is the gender binary perception, or also called cissexism. It is based on the assumption that everyone must be either male or female and behave as per the patriarchal norms for cisgender roles. This theory is also based on the belief that cisgender individuals are superior to the trans people, or to individuals with gender modalities.

Heteronormativity is another aspect that supports the above theory and it is referring to the sexual preferences of an individual. It is a concept that heterosexuality is the preferred or the normal sexual orientation. It assumes that gender is binary and sexual or marital relations are most fitting only to people with opposite genders.

Gender based prejudice

Prejudices towards individuals are formed on the basis of the stereotypes. When an individual has formed a common belief as a personal belief, then the individual's brain is applying this belief as a prejudice towards another individual, if they identify a sign of a certain group.

If we use the stereotype from above ”if a man is wearing heels it means he is gay” the prejudice will go further as belief that this man will be very unhappy or will not be able to provide for his family when they grow up, will be bullied at school, should play more with cars and guns, to become a normal man, etc. Of course prejudices towards men are not only based on their appearance, they are also connected with their emotional state or civic role - if a man cries it is considered to be weak, if a man is in a high societal position - his opinion/solution is the only one possible, etc.

At the same time if the common stereotype is cis and heteronormative, then the prejudice toward trans people is that they are “abnormal” or “unnatural”.

It is very peculiar how the prejudices may vary, for one gender but different sexuality. For example, common prejudice for a cis heterosexual male is about his sexual vigor, the ability to perform as many sexual acts as possible. Also it is the common belief that he can and should have as many female partners as he wants. At the same time common prejudice toward gay men is that they are promiscuous and their libidos should be suppressed.

Gender based discrimination

After knowing and understanding how stereotypes and prejudices are connected, the next step is to get to know more about gender based discrimination. This is the act of offensive treatment or exclusion of an individual or a group of people based on their gender.

Following the initial example, gender based discrimination is when a male person wearing high heels, a wig and makeup is declined a seat in a bar, a job position, access to medical care, etc. Gender based discrimination is also considered in the following cases - when the law is not allowing this person to change gender details or name in their ID documents or this person is not allowed to travel to another country.

Gender based discrimination is when a woman and a man are taking the same job position to receive different payment (gender payment gap, in similar situations women are paid less) or women with blond hair are not considered for a promotion in the workplace. Gender based discrimination is also when a woman is considered to be a mother and is constantly advised on the importance of giving birth.

Gender based violence

All of the above examples for stereotyping, prejudices and discrimination based on gender provide a very strong basis for gender based violence. While physical violence is easy to recognise, we need to emphasise that verbal, economic, psychological and cyber violence are to be considered as harming and dangerous.

Attacking people on the streets, throwing things at them or physically engaging in beatings, based on the gender or someone’s assumption of somebody else's gender is considered gender based violence. Domestic violence (in most cases from male to female) is a gender based violence for many reasons - considering the superiority of the male to the female, expectations to the female role in the family context, etc. Physical gender based violence are the surgical procedures to conform the bodies of intersex newborns to the gender binary, which are performed in EU countries, most of the time with misinformation or without any information to the parents.

Declining someone for a job, because they wear high heels, wig and makeup, leads to economic violence. LGBTQA+ people are often deserted by family members and need to provide for themselves.

Psychological violence may involve verbal attacks, sexist jokes, proposals to intimate submission, proposals to use medical products to suppress sexual functions, or even brain manipulation with current (which is also a practice that is performed nowadays in EU countries and not only). The latter is also a physical violence.

Cyber bullying is especially sensitive on the basis of gender. It is mostly harmful for young women and LGBTIQIA+ people. Hate speech and sexist speech is thriving, as it could be posted anonymously, but also could be multiplied by bot machines. Websites for dating are a very common area to fish for young girls for sex trafficking. Dating sites and apps are not protected from false profiles that pose as gay interest, when in reality they are made by far right activists who in the end invite gay people to an in-person meeting and beat them.

All of the above can be navigated and actually transformed by educating people of all ages.

Gender biases and gender sensitive language in education

Awareness of the personal gender biases and social norms is the basis for every expert in education and training. Not always and not in every country the curriculum in schools is gender sensitive. This is the moment and the role of the educator to lever the misconceptions.

One of the basic shows of respect to everyone is the use of proper language and terminology in class.

Good example for gender sensitive language is the use of words that are common for everyone like “Hello people” instead of “Hello guys”. Use “partner” ot “spouse” instead of “boyfriend/girlfriend” or “wife/husband”.

It is essential to respect names and pronouns for each person in the class. But also be active in keeping that as a rule for everyone to apply in the class.

As everything else these good practices should not be done without explanation. It is essential to take time and talk to the people in the class, explain, give examples, let them share experiences and personal understandings, navigate and point out the stereotypes (if such appear), and be honest. Resources

Downloadable Guide: "Using Inclusive Language and Pronouns"

Online Pronoun Resource with Examples for Different Languages

Interactive Activity: Gender sensitive language in education

Steps 1. Spot the Bias

Provide participants with examples of biased phrases or situations in educational contexts (e.g., "The engineer explained his work" or "Girls are better at arts").
Ask participants to work individually or in pairs to underline problematic language and write a brief note explaining the bias.

"Firemen protect our communities."
"Mothers are naturally better caregivers."

2. Rewrite the Bias

Participants rewrite the biased phrases using gender-sensitive language.

Examples of rephrasing:

"Firefighters protect our communities."
"Caregivers play a vital role in families."

3. Collaborative Discussion

Share and discuss the rewritten examples. Highlight how small language changes can make a significant impact.
Facilitate a conversation about the importance of intentional language in shaping perceptions and promoting equality.

4.Conclusions

Summarize key takeaways on the impact of language in creating an inclusive learning environment.
Share practical tips for using gender-sensitive language, such as avoiding stereotypes and using neutral terms when possible.

3. Anti LGTBI+ rhetoric

Introduction tQAo anti-LGBTIQA+ propaganda

In the late 20th century, as movements supporting LGBTQIA+ rights grew stronger, a wave of anti-LGBTQIA+ narratives emerged. These narratives aimed to discredit the rights and experiences of LGBTQIA+ people. Surprisingly, these anti-gender campaigns didn’t start at the grassroots level but were pushed by influential people in global politics and religious circles. One of the first mentions of the term “gender ideology” came from Ecuador’s former president, Rafael Correa, in 2013. He used the term in a TV broadcast, claiming that “gender ideology” was being used to destroy the traditional family. This idea quickly spread across Latin and North America, leading to changes in laws and education programs to remove any mention of gender diversity. It soon reached Europe, especially in Catholic countries like Italy and Spain, where it gained momentum as these nations debated laws supporting same-sex marriage and gender identity recognition.

It’s crucial to understand that “gender ideology” is not a real movement or program supporting LGBTQIA+ rights. Instead, it’s a vague and adaptable concept created by conservative political and religious leaders. This idea includes opposition to many things like abortion rights, sexual identities labeled as “non-traditional”, diverse family structures, gender and sexuality education, HIV prevention, and the recognition of sex work. The term "gender ideology" is a catch-all phrase that can be adjusted to fit different contexts. These leaders often make strange comparisons between feminism, queer theory, and communism.

The rejection of gender diversity and the promotion of traditional gender roles are common themes in these narratives. You’ll often hear arguments that maintaining the gender binary (male and female) is traditional and, in some countries, even constitutional. Some claim that talking about diverse gender identities will confuse children. Many political leaders use this rhetoric to defend what they call the dignity and traditions of society. These speeches are often populist, used during election campaigns or times of political crisis. Politicians are frequently supported by religious groups that label non-heteronormative identities as non-traditional and sinful.

This kind of language spreads fear among people, keeping them uninformed. These claims are not supported by facts, research, or expert opinions. Adding the word “ideology” to “gender” makes it sound like there’s a deliberate agenda to turn everyone homosexual or transgender. This makes it easier to convince people that they need to be afraid of it and to rally against it. Yet, no one has ever seen a written document outlining this so-called “gender ideology,” but many believe it’s real.

In this context, it’s important to understand the difference between misinformation and disinformation.
Misinformation is simply incorrect information—someone getting the facts wrong.
Disinformation is false information that is intentionally spread to mislead people. Both are major tools used in creating conspiracy theories. Given this, we can say that the idea of “gender ideology” is itself a conspiracy theory. The result is a society divided, with some people being denied basic human rights.

To protect yourself from falling into these traps, it’s important to train your mind to recognize and debunk conspiracy theories. Here are a few practices to help with that:
Understand the Evidence: Gender theories often lack credible evidence and rely on anecdotal accounts, misinterpretations of data, or outright falsehoods. Research reputable sources for accurate information about gender. Listen to the voices of LGBTQIA+ people about their personal experiences or read articles and surveys made from non-profit organisations who work directly with LGBTQIA+ people.

Recognize Motivations: Many gender-related conspiracy theories are driven by underlying political, religious, or cultural agendas. Understanding the motives behind these theories can help in critically assessing their validity. Find out more about the person who is spreading the conspiracy theory. Check their background if they have a history of supporting populist opinions and theories.

Educate and Engage: Countering misinformation requires education and open dialogue. Engaging with others in a respectful and informed manner can help dispel myths and promote understanding. In most cases instead of trying to explain, you can actively ask questions that lead to provocation of self reflection in yourself or the person opposite to you:

How did this information reach me/you?
Who is telling me/you that
Do I/you trust that person?
Is that person an expert in that area?
What facts can I/you tell about that?
Have I/you talked to a person who has experiences and can explain better?, etc.

Support Critical Thinking: Encourage critical thinking skills, particularly in evaluating sources, questioning biases, and recognizing logical fallacies.

Interactive activity

In societies characterised by an overabundance of information, misinformation feeds on individuals' vulnerability to discourses that reinforce their pre-existing beliefs, a phenomenon known as "confirmation bias". Furthermore, misinformation can be used as a tool of social control, fostering divisions and polarisation within social contexts. This process is often driven by actors with specific interests, such as political parties, extremist organisations, or corporations, who seek to influence public opinion for their own ends. The proliferation of digital platforms has transformed the nature of misinformation, facilitating its rapid dissemination and amplification, making it essential to have tools to combat it.

We invite you to open a debate with your students about misinformation. You can ask them questions such as: what sources of information do they use daily, are they aware of the problem of fake news and misinformation, and what do they do to verify the information they receive?

To facilitate this, we provide you with this Google tool that you can use as a joint activity to put it to the test.
Tool: Fact Check Tools Recents
This tool allows you to easily browse and search for fact checks. For example, you can search for a politician's statement, or for a topic. You can also restrict results to a specific publisher.

You can search by keywords and see a list of matching claims and the corresponding fact checks.

Resources
M1.4.1 Downloadable Guide: “Conspiracy theories about gender”
M1.4.2 Disinformation campaigns about LGBTI+ people in the EU and foreign influence

4. History of LGBTQIA+ Rights in the EU: Where We Were, Where We Are Now

The history of LGBTQIA+ rights in Europe is marked by a complex interplay of persecution, activism and progress. Before the 20th century, same-sex relationships were illegal and punishable by law across the continent. However, the late 19th century saw the emergence of pioneering thinkers such as Karl-Heinrich Ulrichs, who advocated the decriminalisation of homosexuality and coined the term ‘Uranist’.

The 20th century brought important social and political movements for LGBTQIA+ rights. Organisations such as the Scientific-Humanitarian Committee and the Society for the Reform of Homosexual Law emerged, advocating for legal reforms and social acceptance. Unfortunately, the rise of the Nazi regime led to the dissolution of many organisations and the massive and indiscriminate persecution of homosexual individuals.

After the fall of the Berlin Wall and the collapse of the Soviet Union, many Eastern European countries experienced greater legal recognition of same-sex unions and marriages. In addition, the European Union has played a crucial role in promoting LGBTQIA+ equality through its anti-discrimination legislation. The late 20th century saw a rise in LGBTQIA+ activism, inspired by the Stonewall riots in 1969. In Europe and the United States, the Gay Liberation Front emerged, defending gay rights and challenging heteronormativity.

“When we as educators talk to each other about the problems of a young student who is in the process of questioning and that kid feels somebody standing there talking to the rule-makers on his or her behalf, that kid experiences a piece of Stonewall all over again. It’s just a different context, but for that one young person, it’s no less powerful.”
- Virginia Apuzzo, Stonewall participant and leading LGBTIAQ+ rights and AIDS activist.

A key moment was the creation of the rainbow flag in 1978 by artist Gilbert Baker. Flags are powerful symbols that make visible the stories of those who fly them, so it has now become a universal symbol for LGBTQIA+ rights and inclusion. In the 1980s, the acronym LGBT began to gain popularity, but it wasn't until the 1990s that it solidified and expanded to include other identities.

Original flag, 1978 Featured eight colours, each representing a different element of the human experience	Unity flag, 2021 Thanks to the interventions of Daniel Quasar and Valentino Vecchietti, the new version of the flag explicitly includes trans and interesex people, queer racialized people, people living with HIV/AID

Resources

M1.5.2 Documentaries

Conclusion
Teaching and learning processes require a broad perspective of the human being and the societies in which they operate, as this allows for reflection, analysis, and critical resolution of the myriad conflicts faced by individuals in their interactions with the various realities they encounter or come to know throughout their lives. We must be clear that in a classroom, at any stage, what will be common is the existence of diversity not only among the students but also among their families and/or their environment. Each of the words, silences, attitudes, and the implicit or explicit positioning of the teaching staff will influence the development of the students. We hope that you feel a bit more knowledgeable about the terminologies and realities of your LGBTQIA+ students and that you are encouraged to put this into practice.

Checklist review of learning content

I understand the meanings and differences between gender and sex.
I familiarise myself with LGBTQIA+ terminology and inclusive language.
I identify forms of gender-based discrimination.
I recognise negative rhetoric towards the LGBTI+ community.
I review the history of LGBTQIA+ rights in the EU and their evolution.

5. Self-reflection questions

Think back to the first time you realised that there were different gender roles. How did you come to this realisation? What impact did it have on your own perception of your place in the world?
Growing up, what were the implicit and explicit messages you received about homosexuality from your family, friends, teachers, and the broader community. Looking back, can you identify any unspoken or unofficial attitudes or beliefs that influenced your understanding of sexual orientation?
Think back on your interactions with others. Have you ever made assumptions about someone’s gender based on their appearance or name? How did you feel when you realised you were wrong?