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Strategies for Inclusion of Lesbian, Gay, Bisexual and Transgender Learners in Discipline-based Programs

Abstract Inclusivity is a critical component of Learning Futures and a key pillar of the goal of Education for All established in 1990 by the United Nations Educational, Scientific and Cultural Organisation (2003b). Consequently, many educational institutions have developed programs and policies of inclusion and non-discrimination which apply to members of the school community. However, discipline-based learning programs are grounded in disciplinary communities, whereby learners accumulate work, internship or cooperative experience in the discipline. In these situations, employers and workplace colleagues are not necessarily bound by school inclusivity policies. There is significant evidence that many workplaces are not inclusive. Placing learners in non-inclusive workplaces as a curricular requirement is contrary to principles of inclusivity and threatens the success of learners from marginalised groups. This paper identifies a number of threats to the participation of lesbian, gay, bisexual and transgendered (LGBT) learners in discipline-based learning programs. Strategies for improving inclusion of LGBT learners in school mandated workplace placements are presented.