Adult educator: learn (at least) these terms about gender plurality and sexual orientation

What should an adult educator know about LGBTI issues? In education, the attitude matters more than memorising terms, says Marita Karvinen, Training Curator at Seta, an organisation for LGBTI rights in Finland. But to be able to hold a conversation about the topical issue in class, some basics will be needed.

Why should adult educators move with the times on LGBTI issues?

“Simply because there will be students of sexual and gender minorities, and they have the full right to be themselves in learning environments. For this reason, it is important that teachers know things so that the student does not have to explain every single time what is what and why.

Another point is that LGBTI issues are societal and topical. Even if there are no rainbow people in the student group, these are things that should be taught and discussed. If the educator does not have words for it, holding the conversation will be very difficult.”

What is your message to those who complain that LGBTI terms cannot be learned because they keep on changing?

“It is quite true that the terms are changing. It is due to two things: there is ever-increasing information and people have the right to self-determination.

In the case of educational institutes, the most important thing is not to memorise all terms, but to be aware of the needs associated with different identities. For example, if someone is non-binary, they may not know which toilet they should use. Or a student may wish to be referred to with a particular pronoun in a language lesson.

The most important thing, however, is to interact with the student. You may say, ‘I have never heard of such a term. Please tell me more’.

I think that this kind of complaining is also due to a fear of accidentally using the wrong term. I would like to encourage people by saying that the attitude matters. Using the wrong term is not the end of the world. People will know whether its use is intentional or not. If you make a mistake, apologise and move on.”

What is your message to those who say that we are already going too far with all the LGBTI terms?

“I think mathematics goes too far! [laughs] The terms and guidelines are not so difficult that they cannot be learned. Nevertheless, I’d like to repeat that it’s the attitude that counts. The goal is to learn the big picture and to interact with the student.”

What is the worst way in which a teacher or educator can react to sexual and gender minorities in class?

“Suppressing and neglecting the matter and denying the right to self-determination are examples of bad reactions.

Examples can be found in basic education. The teacher may say “I’m not going to get involved with that kind of nonsense”, or “in my papers it says you are a girl”.

The teacher may also refuse to call the student by the name they wish to be called. Someone whose name is David (a male name) may wish to be called Dakota (a non-binary name), but the teacher insists on using the name David.”

What is a good ally in education like?

A good ally respects LGBTI people’s right to self-determination, gives credence to their identity, and also dares to intervene when witnessing something offensive in the learning situation. It is important for the LGBTI person not to always have to intervene themselves.

Where to find information if you want to move with the times?

One good source is the website of the European umbrella organisation ILGA-Europe. It also publishes a glossary of LGBTI terms. It is good to remember that term connotations can vary from country to country, so you should also search for information on your country’s rainbow organisation’s website.