Seen and heard: what role can learning development play in LGBTQ+ inclusion?
An inclusive approach to teaching LGBTQ+ students in university is vital. LGBTQ+ people are more likely to attempt suicide than their heterosexual peers (Friedman et al., 2011; Miranda-Mendizábal et al., 2017; Craig et al., 2020). They suffer minority stress (Meyer, 2003) and are more likely to have...
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| Format: | Article |
| Language: | English |
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Association for Learning Development in Higher Education (ALDinHE)
2023-10-01
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| Series: | Journal of Learning Development in Higher Education |
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| Online Access: | http://journal.aldinhe.ac.uk/index.php/jldhe/article/view/1108 |
| _version_ | 1797642747424800768 |
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| author | Beverley Hancock-Smith Zara Hooley |
| author_facet | Beverley Hancock-Smith Zara Hooley |
| author_sort | Beverley Hancock-Smith |
| collection | DOAJ |
| description | An inclusive approach to teaching LGBTQ+ students in university is vital. LGBTQ+ people are more likely to attempt suicide than their heterosexual peers (Friedman et al., 2011; Miranda-Mendizábal et al., 2017; Craig et al., 2020). They suffer minority stress (Meyer, 2003) and are more likely to have experienced early trauma (Craig et al., 2020; Wang et al., 2021). Particular attention is needed for the most vulnerable LGBTQ+ students such as bisexual and transgender individuals (Gnan et al., 2019). Whilst literature exists on LGBTQ+ inclusive teaching (Moore, 2014; Mikulec, 2016), there is a considerable research gap specifically addressing the pedagogical potential of learning development as a vehicle for this.
Building on the foundation of Universal Design for Learning (UDL) and decolonisation, Trauma-Informed Pedagogy (TIP) acknowledges the barriers to learning faced by trauma-experienced students and promotes inclusive approaches (Baker, 2022). Using the TIP framework, the session invited delegates to consider how the trauma-informed educator can create and maintain a safe, inclusive and empowering learning space. We invited delegates to reflect on their own inclusive practices in relation to LGBTQ+ students and how to best support the needs of a group who can remain largely invisible. Using case studies, we explored how TIP approaches can be applied in a learning development context to benefit not only LGBTQ+ students, but the student body as a whole.
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| first_indexed | 2024-03-11T14:04:45Z |
| format | Article |
| id | doaj.art-f30ca4943246453ea8135d529a3763e6 |
| institution | Directory Open Access Journal |
| issn | 1759-667X |
| language | English |
| last_indexed | 2024-03-11T14:04:45Z |
| publishDate | 2023-10-01 |
| publisher | Association for Learning Development in Higher Education (ALDinHE) |
| record_format | Article |
| series | Journal of Learning Development in Higher Education |
| spelling | doaj.art-f30ca4943246453ea8135d529a3763e62023-11-02T02:49:06ZengAssociation for Learning Development in Higher Education (ALDinHE)Journal of Learning Development in Higher Education1759-667X2023-10-012910.47408/jldhe.vi29.1108Seen and heard: what role can learning development play in LGBTQ+ inclusion?Beverley Hancock-Smith0Zara Hooley1De Montfort UniversityDe Montfort University An inclusive approach to teaching LGBTQ+ students in university is vital. LGBTQ+ people are more likely to attempt suicide than their heterosexual peers (Friedman et al., 2011; Miranda-Mendizábal et al., 2017; Craig et al., 2020). They suffer minority stress (Meyer, 2003) and are more likely to have experienced early trauma (Craig et al., 2020; Wang et al., 2021). Particular attention is needed for the most vulnerable LGBTQ+ students such as bisexual and transgender individuals (Gnan et al., 2019). Whilst literature exists on LGBTQ+ inclusive teaching (Moore, 2014; Mikulec, 2016), there is a considerable research gap specifically addressing the pedagogical potential of learning development as a vehicle for this. Building on the foundation of Universal Design for Learning (UDL) and decolonisation, Trauma-Informed Pedagogy (TIP) acknowledges the barriers to learning faced by trauma-experienced students and promotes inclusive approaches (Baker, 2022). Using the TIP framework, the session invited delegates to consider how the trauma-informed educator can create and maintain a safe, inclusive and empowering learning space. We invited delegates to reflect on their own inclusive practices in relation to LGBTQ+ students and how to best support the needs of a group who can remain largely invisible. Using case studies, we explored how TIP approaches can be applied in a learning development context to benefit not only LGBTQ+ students, but the student body as a whole. http://journal.aldinhe.ac.uk/index.php/jldhe/article/view/1108LGBTQ studentstrauma-informed pedagogylearning developmenthigher educationinclusive practice |
| spellingShingle | Beverley Hancock-Smith Zara Hooley Seen and heard: what role can learning development play in LGBTQ+ inclusion? Journal of Learning Development in Higher Education LGBTQ students trauma-informed pedagogy learning development higher education inclusive practice |
| title | Seen and heard: what role can learning development play in LGBTQ+ inclusion? |
| title_full | Seen and heard: what role can learning development play in LGBTQ+ inclusion? |
| title_fullStr | Seen and heard: what role can learning development play in LGBTQ+ inclusion? |
| title_full_unstemmed | Seen and heard: what role can learning development play in LGBTQ+ inclusion? |
| title_short | Seen and heard: what role can learning development play in LGBTQ+ inclusion? |
| title_sort | seen and heard what role can learning development play in lgbtq inclusion |
| topic | LGBTQ students trauma-informed pedagogy learning development higher education inclusive practice |
| url | http://journal.aldinhe.ac.uk/index.php/jldhe/article/view/1108 |
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