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Teaching About Gender Diversity: Teacher-Tested Lesson Plans for K-12 Classrooms edited by by Susan W. Woolley and Lee Airton Canadian Scholars, 2020, 334 pages ISBN: 9781773381664 (print) Within current schooling [...]

Comprehensive sexuality education (CSE) is an important framework utilized worldwide to provide students and young people with accurate, affirming, and socially conscious sexuality education. However, there is still a lack of CSE curricula in school contexts that is relevant for students with various disabilities. This article takes the Ontario, Canada, context as an example of where and how CSE can improve to be more inclusive for students with disabilities. This article reviews the current context of CSE in Ontario, Canada, including its controversies, while providing recommendations for meeting the needs of students with various disabilities, including psychological, intellectual, and physical disabilities. This article aims to provide practical recommendations, such as pertinent curricular content and pedagogical recommendations for scholars, researchers, and policymakers for improving CSE for students with disabilities in schooling. [ABSTRACT FROM AUTHOR]

Pre- and post-service sexuality training for Early Childhood Educators (ECEs) is lacking in Canadian and international contexts. The objective of this study was to assess pre- and post-service sexuality education [...]

Despite sexuality education in school contexts being a highly politicized and ideologically fueled conversation, discussions of the specific needs of disabled students are often silenced, in particular for those who might be accessing special education programming. In this article, we provide a call to action to explicate the crucial importance of addressing both ableist attitudes and constructions embedded within conversations of childhood sexuality and sexuality education, as well as policy and curriculum change to create more inclusive sexuality education approaches for disabled students and learners in Canadian provinces and territories. Many Canadian provinces do not mention disability or accommodations for disabled learners in their sexuality education curricula and all provincial curricula do not currently meet requirements set by international governing human rights policies. As such, this article aims to bring to attention the different ways in which current school-based sexuality education is failing the human rights of disabled learners in Canadian schools and how sexuality education can be rethought through a social justice framework to ensure that the needs of all learners and that systems of inequality, such as ableism and heterosexism, are addressed in school contexts. Specific recommendations for policy and professional practice are provided to direct educators, policy-makers, and curriculum developers towards providing more inclusive sexuality education. [ABSTRACT FROM AUTHOR]

Schools are often sites of surveillance for students as behaviors are governed and regulated by gendered norms and sexed expectations. For transgender and gender non-conforming students, school environments can produce anxiety as students are categorized into gender binaries. This article draws from Canadian policy in public schools and higher education, interview data, as well as transgender teen narratives, to analyze gender policing in schools through gender binary washrooms. Building upon prior research and writing on gender binary washrooms [Cavanagh, S. L. 2010. Queering Bathrooms: Gender, Sexuality, and the Hygienic Imagination. Toronto: University of Toronto Press; Ingrey, J. C. 2012. "The Public School Washroom as Analytic Space for Troubling Gender: Investigating the Spatiality of Gender Through Students' Self-Knowledge." Gender and Education 24 (7): 799-817; Ingrey, J. C. 2013a. "Shadows and Light: Pursuing Gender Justice Through Students' Photovoice Projects of the Washroom Space." Journal of Curriculum Theorizing 29 (2): 174-190; Ingrey, J. C. 2013b. "The Public School Washroom as Heterotopia: Gendered Spatiality and Subjectification." PhD diss., University of Western Ontario. http://ir.lib.uwo.ca/cgi/viewcontent.cgi?article=3175&context=etd], we argue that through advocacy, policy implementation, and the creation of gender-neutral washrooms, safe(r) and more positive school environments can be created for transgender and gender non-conforming students. [ABSTRACT FROM AUTHOR]

An essay concerning Canadian qualitative research with studies of Canadian perspective is presented.