LGBTQ+ Inclusive Teaching & Learning Prompts
Based on the Ward-Gale Model of LGBTQ+ Inclusivity, this resource provides a series of reflective and practical questions aimed at increasing awareness, integrating additive approaches, and engaging with transformative practices in your teaching and learning.
It is designed for use in conjunction with the programme's resource detailing the Ward-Gale Model of LGBTQ+ inclusive teaching.
How to Use the Prompts
The prompt questions are organised under three main sections that reflect the stages of inclusivity as set out in the Ward-Gale Model: Increasing Awareness, Additive Approaches, and Transformative Practice. Each section contains sub-sections with questions to guide you in specific areas. Additionally, there is a set of general questions that address overarching principles of LGBTQ+ inclusivity.
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Increasing Awareness: This section includes questions to help you develop a basic understanding of diverse gender and sexual identities, avoid outdated and offensive terminology, and challenge assumptions about gender and sexuality.
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Additive Approaches: Here, you will find questions designed to help you make gender and sexual diversity visible within your curriculum through examples, readings, thematic content, guest speakers etc.
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Transformative Practice: This section offers questions that encourage you to take proactive measures to ensure your curriculum explores gender and sexual diversity, supports critical discussions, and embeds diversity and inclusive practices throughout.
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General Questions: These questions address the underlying principles of LGBTQ+ inclusivity and help you reflect on your overall teaching practices.
For more information about the first stage of LGBTQUIA+ inclusive teaching, please see the programme's resource detailing the Ward-Gale Model of LGBTQ+ inclusive teaching in full.
Terminology
- How can I familiarise myself with the most respectful and up to date LGBTQ+ terminology for use in my teaching?
- How will I address the use of outdated or offensive terminology in my classroom, and how will I handle any disagreements?
- Are there relevant opportunities to integrate the history and significance of reclaimed terms into my curriculum?
- What strategies can I use to help students understand the importance of language in creating an inclusive environment?
- How can I ensure my use of terminology respects cultural and geographic differences within the LGBTQ+ community?
Gender-neutrality
- What gendered terms do I use, and what are their gender-neutral alternatives?
- How will I address and correct inappropriate and unnecessarily gendered language when it occurs in the classroom?
- Where should my teaching materials be updated to use gender-neutral language?
- How can I model the use of gender-neutral language for my students?
- Can I adapt examples and case studies in my teaching to include gender-neutral or gender-diverse content?
- What steps can I take to avoid assumptions about the gender of people in my class, or people being discussed in class?
Pronouns
- How can I facilitate and normalise the sharing of pronouns among students and staff in my course?
- What tools (e.g., pronoun badges, email signatures) can I use to normalise the non-assumption of pronouns?
- How will I handle situations where someone's pronouns are not respected by others?
- Can I integrate the sharing of pronouns into introductory/ice-breaker activities?
- How can I support students who are exploring their gender identity and pronouns?
(Mis-)Gendering
- What proactive measures can I take to prevent mis-gendering in my classroom?
- How will I set clear expectations around the use of correct pronouns?
- What is my plan for addressing and correcting mis-gendering when it happens?
- How can I practice and model inclusive behavior regarding pronouns and gendered language? If I make a mistake, how will I address it in the classroom?
- How can I avoid activities that might force students to disclose their gender publicly?
- What resources are available to support students who experience mis-gendering?
- How can I educate my students about the impact of mis-gendering on their peers?
Names
- How will I ensure I use students' chosen names consistently?
- How can I create opportunities for students to share their chosen names in a safe and supportive manner, especially where they might be known to others in the group by a different name?
- How will I handle situations where a student's legal name must be used (e.g., travel records, publications, or references)?
- How can I support students in the process of changing their chosen name?
- How can I educate my students about the importance of respecting chosen names?
(Non-)Binary
- What common phrases might I use that exclude or erase non-binary identities, and what could I use instead?
- What steps can I take to identify and address binary language in my teaching materials?
- How can I create a classroom culture where non-binary identities are respected and acknowledged?
- Are there examples and case studies I can use that would explicitly recognise non-binary identities?
- How will I handle situations where non-binary identities are challenged or disrespected?
Rules
- What explicit rules or expectations should I establish for creating an inclusive teaching and learning environment?
- What are effective ways to communicate these rules to new students and any guests?
- How will I revisit and reinforce these rules throughout the term(s)?
- What strategies can I use to ensure all students understand the importance of these rules?
- How can I address violations of these rules in a respectful and constructive manner?
- How can I create a system for students to provide feedback on the effectiveness of these rules?
Calling in/out
- How will I respond to LGBTQphobic attitudes or behaviors in my classroom?
- How will I handle situations where LGBTQphobic attitudes arise from honest mistakes, and how will I respond differently to deliberate attempts to demean or harass LGBTQ+ people?
- How can I support students who experience LGBTQphobic attitudes from their peers?
- What proactive steps can I take to prevent LGBTQphobic attitudes from taking root in my classroom?
- How can I educate my students about the importance of allyship and calling out harmful behavior?
- How can I support students affected by LGBTQphobic attitudes?
Signposting
- What internal and external resources can I signpost to support LGBTQ+ students?
- What strategies can I use to encourage students to take advantage of these resources?
- How can I collaborate with colleagues to improve the signposting of LGBTQ+ resources?
- How can I stay updated on new resources and opportunities to support LGBTQ+ students?
Support
- How can I provide appropriate support to students who disclose their LGBTQ+ identities in my teaching space?
- What institutional resources are available to support LGBTQ+ students, and how can I connect them with these resources?
- What role can I play in advocating for increased support for LGBTQ+ students within my institution?
- How can I educate myself on the unique challenges faced by LGBTQ+ students to better support them?
- How can I involve students in the process of creating a supportive classroom environment, and how can I create opportunities for peer support among students?
For more information about the second stage of LGBTQUIA+ inclusive teaching, please see the programme's resource detailing the Ward-Gale Model of LGBTQ+ inclusive teaching in full.
Examples
- What existing examples in my curriculum reinforce cis/heteronormativity, and how can I adapt them?
- How can I introduce new examples that reflect the diversity of LGBTQ+ identities and experiences?
- What resources are available to help me find or create examples that reflect LGBTQ+ diversity, and how can I involve students in identifying and developing inclusive examples for the curriculum?
- How can I ensure that the examples I use do not reinforce stereotypes or biases?
- Can I integrate examples that explicitly challenge cis/heteronormative assumptions?
Reading
- What steps can I take to assess the diversity of my current reading list(s)?
- How can I identify and include voices, perspectives and experiences of LGBTQ+ individuals across my reading lists?
- How will I address the inclusion of works by authors with anti-LGBTQ+ views?
- Can I create opportunities for critical discussion on the inclusion of specific reading material?
- How can I involve students in the process of selecting and recommending readings?
- How can I highlight and discuss the contributions of LGBTQ+ scholars in my field?
Topics & Themes
- What opportunities are there to introduce topics and themes related to LGBTQ+ identities and experiences in my curriculum?
- How can I integrate these topics into assignments and assessments?
- What resources are available to help me develop content on LGBTQ+ topics and themes?
- How can I involve students in the co-creation of LGBTQ+ topics and themes in the curriculum?
- How can I integrate discussions on the intersectionality of LGBTQ+ identities with other identities and experiences?
Guest Speakers
- Who could I invite as a guest speaker to provide insight into LGBTQ+ issues within my subject area?
- How can I facilitate meaningful discussions and reflections on the guest speaker’s contribution?
- How can I involve students in the selection and invitation of guest speakers?
- What resources are available to help me find guest speakers with relevant expertise and experiences?
- What steps can I take to ensure diverse representation among guest speakers?
Showcase/Profile
- How can I identify individuals whose work or experiences at the intersection between LGBTQ+ issues and my subject area could be showcased?
- What strategies can I use to highlight the contributions of these individuals/their work?
- What resources are available to help me find or create profiles or relevant content about LGBTQ+ individuals in my field?
- What steps can I take to continuously update and expand the range of work and individuals referred to in my teaching?
Supplement
- What supplementary content can I provide to engage students who have a deeper interest in LGBTQ+ issues?
- What resources are available to help me develop high-quality supplementary content, and can I involve students in the creation or curation of supplementary content?
- How can I create opportunities for students to explore supplementary content through independent projects?
- What strategies can I use to encourage students to engage with supplementary content?
- How can I integrate supplementary content into classroom discussions and activities?
Mentors
- How can I facilitate mentorship opportunities for LGBTQ+ students within my institution?
- What strategies can I use to connect LGBTQ+ students with others who share their experiences?
- How can I create opportunities for peer-to-peer mentorship among LGBTQ+ students?
- What role can mentorship play in fostering a sense of community and belonging for LGBTQ+ students?
Cis-/Hetero-normativity
- How can I identify content in my curriculum that reinforces cis/heteronormativity?
- What strategies can I use to adapt, remove, and/or challenge cis/heteronormative content?
- How will I respond to cis/heteronormative contributions in the classroom?
- What resources are available to help me address cis/heteronormative assumptions or content in my subject area?
- How can I create opportunities for critical discussions on cis/heteronormativity?
Community Co-creation
- How can I involve LGBTQ+ students in the creation or curation of content?
- How can I balance the burden of unpaid work on LGBTQ+ students compared to their peers?
- What resources are available to support community co-creation efforts?
- How can I create opportunities for student voices to feature directly in the curriculum?
- What steps can I take to provide ongoing support and resources for students involved in co-creation?
Diverse Voices
- How can I ensure that diverse voices and perspectives are included inmy teaching, and what resources are available to help me?
- What strategies can I use to facilitate respectful and inclusive discussions on diverse perspectives?
- How can I address the dominance of particular voices and perspectives in classroom discussions?
- How can I involve students in identifying and incorporating diverse perspectives?
- What role can diverse voices play in challenging assumptions and promoting critical thinking in my subject area?
For more information about the third stage of LGBTQUIA+ inclusive teaching, please see the programme's resource detailing the Ward-Gale Model of LGBTQ+ inclusive teaching in full.
Question Core Assumptions
- Are decisions about the content of my teaching underpinned by cis/heteronormativity in any way?
- What core assumptions about gender and sexuality might underpin my curriculum, are they cis/heteronormative, and if so how can I challenge them?
- How can I critically examine the impact of cis/heteronormativity in my subject area?
- How can I create opportunities for students to engage in critical discussions about these assumptions?
- How can I use the curriculum to challenge cis/heteronormative understandings of gender and sexuality?
Critical Discussion & Debate
- How can I create opportunities for critical discussion and debate on issues related to gender and sexuality?
- How can I prepare students for engaging in critical discussions on these topics, and what strategies can I use to ensure that these discussions are respectful and inclusive?
- What resources are available to support critical discussions and debates in my classroom?
- How can I involve students in identifying opportunities for critical discussion and debate?
- What impact might these discussions have on students’ understanding and engagement?
Embed Diversity
- How can I embed diversity throughout my curriculum, rather than confining it to specific modules or sections?
- What strategies can I use to ensure that diverse perspectives are well integrated?
- What resources are available to help me embed diversity in my teaching materials?
- What steps can I take to ensure that embedding diversity is an ongoing process?
- How can I create opportunities for students to explore and reflect on the importance of diversity in their learning?
Centre Diverse Perspectives
- How can I centre diverse perspectives in my teaching, learning about the subject through those lenses?
- What strategies can I use to ensure that diverse perspectives are central to the curriculum, rather than on the periphery?
- What impact might centring diverse perspectives have on students’ understanding and engagement?
- How can I create opportunities for students to explore and reflect on the value of learning through diverse perspectives?
Role Model Behaviours
- How can I consistently role model inclusive practices and the journey towards them?
- What strategies can I use to demonstrate my commitment to inclusive practices?
- How can I involve students in the process of developing and modelling inclusive behaviors?
- What resources are available to help me improve my inclusive practices as a role model?
- How can I create opportunities for students to see and engage with other role models in the field?
Trans & Queer Pedagogy
- What opportunities exist for me to engage with queer and trans pedagogies?
- How can I integrate queer and trans pedagogies into my teaching practices?
- What resources are available to support my learning and application of queer and trans pedagogies?
- What impact might these pedagogies have on students’ understanding and engagement?
- How can I create opportunities for professional development in queer and trans pedagogies?
Research Engagement
- How can I support LGBTQ+ students toidentify and pursue LGBTQ+ relevant research topics, to explore their identities and experiences through research?
- What strategies can I use to create research opportunities that value and recognise LGBTQ+ lived experiences?
- How can I create opportunities for students to share and present their research findings?
- How can I create a supportive framework for students interested in pursuing LGBTQ+ related research, including recognition of the value of such research?
Negotiating Group Agreements
- How can I involve students in the co-creation of group agreements that foster an inclusive environment?
- How can I emphasise the importance of group agreements for creating a safe learning space?
- What resources are available to help me develop effective group agreements with my students?
- How can I assess the effectiveness of group agreements in promoting inclusivity, and continuously update and refine group agreements based on student feedback and needs?
- What steps can I take to ensure that group agreements are revisited and reinforced throughout the course?
Social Action
- How can I incorporate opportunities for students to engage in social action related to LGBTQ+ issues?
- What strategies can I use to connect classroom learning with real-world social action initiatives?
- What resources are available to support social action initiatives within my teaching practice?
- How can I create opportunities for collaboration with staff and student LGBTQ+ groups on social action initiatives?
- How can I create opportunities for students to reflect on their experiences and learning from social action projects?
Framework Supporting LGBTQ+ Voices
- How can I establish a framework of support that ensures LGBTQ+ students feel safe and valued in my classroom?
- What strategies can I use to identify and mitigate barriers to engagement for LGBTQ+ students?
- What meaningful reassurance can I offer LGBTQ+ students who do not feel safe to be their authentic selves and contribute fullyin the classroom?
- How can I involve students in the development of a supportive framework for LGBTQ+ voices?
- What resources are available to help me create and maintain this framework of support?
- Planned vs. Hidden Curriculum: How can I address both the planned and hidden curricula to ensure a truly inclusive teaching environment?
- Community Values: How can I reflect and uphold community values of respect, diversity, and inclusion in my teaching practices?
- Intersectionality: How can I incorporate an understanding of intersectionality to support LGBTQ+ students with multiple marginalised identities?
- Cultural Competence: How can I improve my cultural competence to better understand and support LGBTQ+ students’ needs?
- Feedback and Reflection: How will I seek feedback from my students and reflect on my practices to continuously improve LGBTQ+ inclusivity?
- Professional Development: What professional development opportunities are available to enhance my understanding and practices of LGBTQ+ inclusivity?
- Collaborative Efforts: How can I collaborate with colleagues to foster a more inclusive learning environment for LGBTQ+ students?
- Institutional Policies: How do my institution’s policies and support systems align with my efforts to create an inclusive teaching environment?
- Visibility and Representation: How can I increase the visibility and representation of LGBTQ+ people, identities, and experiences in my teaching materials and classroom discussions?
- Inclusive Assessment: How can I ensure that my assessment methods are inclusive and fair to LGBTQ+ students?
This resource is part of the Queering University programme, which offers a wide variety of further resources, events, initiatives and support.