Supporting 2-Spirit, Lesbian, Gay, Bisexual, Trans, Queer, Intersex, and Asexual (2SLGBTQIA+) learners is an important part of an inclusive and intersectional pedagogy in practice. Below are strategies that can be put into practice in courses and in individual communication practices to model inclusivity and move toward a more trusting space for learning for 2SLGBTQ learners.
Modelling Pronoun Use as an Instructor
Modelling pronoun use as an instructor can signal to 2SLGBTQIA+ learners that this is an environment where pronouns can be shared if they feel comfortable and that pronoun use will be respected. Using pronouns supports both learners and members of the teaching team to be seen and valued for their identity in the educational spaces that we are in.
In class you can start the semester with: “Hi my name is___ , and I use (she/her, they/them, he/him) pronouns.” (Some individuals may choose to use they/them as reference to themselves, please see this resource from APA about singular they.)
On virtual platforms like Brightspace or Teams, you can add pronouns through this process.
You can also put your pronouns in your signature block on email.
If you use name tents in your class, you can also suggest students note their pronouns there as well if they feel comfortable.
Communication and word use is foundational to creating trusting environments for learning. The kinds of words, terminology, and assumptions that are made in classroom communication can directly impact the feeling of trust and inclusion in a class. This also extends to online communication spaces connected to the course such as discussion boards or other tools that may be used. Giving space to co-create communication guidelines with students early in the term and leaving those guidelines open as a living document that can be added to as the term continues models the importance of meaningful and mindful language use.
Regardless of communication guidelines, there may be instances of use of homophobic language or assumptions in course communication which can be harmful to 2SLGBTQIA+ learners. The Collins and Oldham (2022) article cited below in the references provides guidance on how to address microaggressions that may happen in class and how to use questioning to allow for reflection.
Inclusive Examples in Course Assessments
When providing examples or case studies in course assessments and activities, it is important to model inclusive different types of family and relationship dynamics. Look at the names, pronouns, and relationships that are reflected in the prompts and cases—are they heteronormative, or do they assume husband-wife dynamics? If so, rephrase these examples to be more inclusive of the students, instructors, and staff who are part of the Brock community.
Example:
Instead of “John and his wife are planning to renovate their kitchen…”
Use: “John and his partner are planning to renovate their kitchen…”
Giving space in class that allows students to use inquiry models around assigned readings (whether they are from queer authors or not) and concepts will help expand knowledge and awareness. One strategy noted by Collins & OIdham (2022) is to use KWL (Know, Want to Know, Learned) activities as a way to help students inquire, summarize, and identify remaining gaps in their knowledge. Students can note areas where they feel they know the theories and concepts as it relates to queer lived experience, then they identify areas they want to know more about and they feel they still have a gap (including questions they may have), and finally they can reflect on what they learned that was new to them about queer lived experience to help open up conversations and engage with the material.
Held every year, Pride Week is an opportunity to foster a safe and social environment for the Two Spirit, lesbian, gay, bisexual, transgender, queer and/or questioning, intersex, and asexual (2SLGBTQIA+) communities and their allies at Brock.
Dr. Pauli Gardner (they/them) will be delivering the opening remarks for Pride 2026. You can access these remarks here.
Create an environment that can open conversations for 2SLGBTQIA+ students. Including Positive Space or I will use your pronouns materials in your office or shared space helps model an environment of trust. Having these materials up year-round, and not just in June or during show your Pride times, if you feel comfortable, can create more opportunities for representation in your department, and on your campus.
You may find more information as well as downloadable materials from the Positive Spaces Initiative or the NBD Campaign websites.
- APA. (2022). Singular They. APA Style.
- Parry Collins, T. & Oldham, L.E. (2022). Multiplying the Possibilities of Knowledge: Queering Online Teaching and Learning. In X.M. Woodley and M.F. Rice (Eds.), Designing Intersectional Online Education: Critical Teaching and Learning Practice (pp.99-117). Routledge.