This document discusses supporting sexual and gender diversity in the classroom. It provides an 8-session lesson plan to teach students about diversity and help develop empathy for others. The plan includes discussing definitions of diversity, different family structures and relationship types, healthy relationships, gender and sexuality expressions, and challenges like homophobia and transphobia. Various resources are suggested, like books, videos, music, and thinking routines to engage students in critical thinking. The goal is to help students value individual differences and develop respect and inclusion.

1. SUPPORTING SEXUAL AND GENDER DIVERSITY IN THE CLASSROOM 1
Supporting Sexual and Gender Diversity in the Classroom
Marion Piper
Deputy Head, Shelford Girls’ Grammar, Australia
December 2015

2. SUPPORTING SEXUAL AND GENDER DIVERSITY IN THE CLASSROOM 2
Supporting Sexual and Gender Diversity in the Classroom
The Melbourne Declaration on Educational Goals for Young Australians
(MYCETYA, 2008) identifies two objectives as an expectation for learning:
1. Australian schooling promotes equity and excellence
2. All young Australians become successful learners, confident and creative
individuals and active and informed citizens.
As teachers attempt to meet the goals set by MMYCEETYA it can be a challenge to ensure
all students receive and participate in an education that addresses their diverse range of needs.
Government initiatives, programs and training are able to provide support through
suggestions and guidelines to assist the teacher as they develop teaching and learning
programs which ‘build on the students’ interests, strengths, goals and learning needs, and
address the cognitive, affective, physical, social and aesthetic needs of all students’ (ACARA,
2013). Developing a new pedagogy, with careful selection of resources, is essential if
intended teaching and learning outcomes are to include an ability for enabling others to live
and learn ‘together-in-difference’ (Walsh and Townsin, 2015, p. 5).
‘It is imperative that teachers engage in teaching approaches that are effective in
educating today’s diverse student population’ (Howard, as cited in Lopez, 2011. p. 75). For
this reason, teachers and professionals must reflect upon current and future practice in the
Health and Physical Education learning areas across the Australian State Curriculum,
Standards and Accountability Frameworks when teaching and supporting sexual and gender
diversity in the classroom. Focussing on developing competencies and skills should also be
embedded as part of best practice.

3. SUPPORTING SEXUAL AND GENDER DIVERSITY IN THE CLASSROOM 3
‘We are all made up of multiple, diverse identities’ (Ballard, as cited in SBS, 2015).
Diversity means understanding that each individual is ‘unique, and recognizing our individual
differences. These can be along the dimensions of race, ethnicity, gender, sexual orientation,
socio-economic status, age, physical abilities, religious beliefs, political beliefs, or other
ideologies’ (Tran, as cited in Gladstone, 1998). Sexual and gender diversity includes
individuals identified as Lesbian, Gay, Bisexual, Transgender, Queer (LGBTQ) but can also
refer to persons considered Intersex and Asexual. Traditionally, these terms have been used
in derogatory and hurtful ways, particularly as they do not align with the typical definition or
stereotype of male or female. In a society where a move beyond tolerance and acceptance of
difference is advocated within schools and communities, it is anticipated that these terms
which adhere to sexual and/or gender norms are able to be used in a more positive way,
particularly in a classroom setting. Such an approach urges teachers to consider Nieto’s
(1994) model and vision for multicultural education in schools which recognises, accepts and
embraces diversity of difference in others to develop respect, mindfulness and inclusion as
the norm.
When incorporating curriculum addressing sexual and gender diversity as part of
relationships and sexual health education, teachers need to carefully plan, consider and select
appropriate resources. The Australian Curriculum and Reporting Authority (ACARA) (2013)
advises that, when attending to any curriculum area, ‘the skills, knowledge, behaviours and
dispositions’ be age-appropriate (p. 14), reflect abilities of communication (p. 15) and be
taught in context, as all teachers are ‘responsible for teaching the language and literacy
demands of their learning areas’ (p. 21). By ensuring they have an understanding
consideration for students’ backgrounds, they are able to support, engage, motivate and
enhance effective content and promote learning through the Australian Curriculum learning
continuum. By identifying and valuing their funds of knowledge (Moll et al., 1992), the

4. SUPPORTING SEXUAL AND GENDER DIVERSITY IN THE CLASSROOM 4
teacher is able to provide effective teaching and learning experiences, improve student
achievement through a willingness to modify and adjust curriculum, instructions or
environment, and plan for learning amongst diverse students. This includes providing
support for, or when teaching about, individuals of sexual and gender difference.
To assist literacy professionals in celebrating and supporting sexual and gender
diversity, the following Table identifies resources that I consider worthy of being included in
a classroom program:

5. SUPPORTING SEXUAL AND GENDER DIVERSITY IN THE CLASSROOM 5
Sexual Gender and Diversity Table
Resource name and
source
Description /content of
resource
Target audience (age of
students /educational
setting)
Context for using this
resource
Benefits for students Possible challenges
1 Funds of Knowledge Drawingon knowledge of
students’ backgrounds
and experience; inclusion
of video/photographs to
document/bridge
lifeworld to school world
All students, regardless of
age
Knowledge gained
embedded in classroom
practiceand pedagogy
Enhance learningand
understanding by valuing
student backgrounds
Catalystfor discussions
Reluctance to participate
due to perceived
student/teacher bias and
prejudice
Lack of honest
discussions
2 Culturally sensitiveand
relevant resources and
materials
Provision of appropriate
resources and materials
(includinggames,
fiction/nonfiction
references) that value
student culture
All students, regardless of
age
Recognition and valuing
of student background
and needs
Encouragement of
authentic learning;
provision of a
comfortable an accepting
learningenvironment
Catalystfor discussions
Reluctance to participate
due to perceived
student/teacher bias and
prejudice
Lack of honest
discussions
3 Linkingfunds of
knowledge to classroom
experience
Drawingon knowledge of
students’ backgrounds
and experience
All students, regardless of
age
To link student’s world
with classroom
experience
Personaliselearning
through the structureof
meaningful conversations
Catalystfor discussion
Reluctance to participate
due to perceived
student/teacher bias and
prejudice
Lack of honest
discussions
4 ‘Shake It Off’ (Taylor
Swift)
‘Beautiful’ (Christina
Aguilera)
‘Get Outta My Way’
(Kylie Minogue)
Music/lyrics
See also:
http://popcrush.com/10-
pop-gay-pride-songs-
anthems/
Years 5-8
Years 7-10
Years 9-11
Multi-media resourceto
engage and motivate
discussion through music
and lyrics of popular
artists;consider lyrics
and visual images
portrayingstereotypes of
marginalized groups
An alternativeapproach
(through music and lyrics)
in which to engage
students and provide a
catalystfor discussion of
student diversity and
marginalized groups in
society
Disinterestfor
popular/contemporary/
mainstreamartists;
adjustthe learningfocus
where necessary
5 High School Girl? メー
ク女子高生のヒミツ （
The Secret of High School
Girls）
Video
Years 9-11 Multi-media resourceto
engage and motivate
discussion through video;
explore image of bird in
flight: what is the
analogy?
Video used as a way to
engage and motivate
student interest and
benefits arisingfrom
respectful discussion
Perceived bias from
students – a reluctance
to participatein
discussions dueto
possibleconfrontational
nature of content

6. SUPPORTING SEXUAL AND GENDER DIVERSITY IN THE CLASSROOM 6
https://www.youtube.co
m/watch?v=5n3Db6pMQ
-8
6 Harvard Thinking
Routines
(http://www.visiblethinki
ngpz.org)
A range of thinking
routines to be included in
a broad rangeof learning
sessions
All year levels Makingthinkingand
learningvisiblewhen
exploringtopics relating
to sexual and gender
diversity;developing
skills which givestudents
confidence to question
and challengedominant
thinking
Application of thinking
routines motivate,
encourage and engage
students in a
collaboration of deeper
thinkingand
understandingof
content, with an
opportunity to become
critical thinkers
Whilstthinkingroutines
inviteand make learning
visible,some routines can
be confrontingand may
discouragestudent
involvement. Careful
consideration needs to
be for which ones to
includeand for what
purpose or intent
7 Transgender Movie
Recommendations:
http://superliminal.com/
melinda/tgmovies.htm
Brokeback Mountain
(movie and novel study)
Transamerica 2005
Just Like a Woman
Movies exploring sexual
and gender diversity:
A novel by Annie Proulx
who states: ‘It’s about
homophobia; it’s about a
social situation;it’s about
a placeand a particular
mindset and morality.’
(and movie, starringJake
Gyllenhaal and Heath
Ledger) set in the 60s
about a 20 year intense
emotional and sexual
attachment between two
men.
Exploringthe journey of a
transwoman reconciling
her paston the eve of her
final surgery
A realistic look atsome of
the personal problems
Secondary School
students (Years 10 and
above – determined by
rating)
To introducedeeper
thinkingabout
homophobia,
transphobia,
heterosexism and
transgender identity on
children and young
people
Novels/movies viewing as
part of addingto catalyst
for discussionsresexual
and gender diversity
through critical thinking
Perceived bias from
students – a reluctance
to participatein
discussions dueto
possibleconfrontational
nature of specific scenes
in movie or text dialogue

7. SUPPORTING SEXUAL AND GENDER DIVERSITY IN THE CLASSROOM 7
experienced by
transgenders
8 Video: Free to be Me -
https://www.youtube.co
m/watch?v=SVE8fbesrlg
A video celebrating
Diversity Week which
was held at a secondary
school;Use this video to
inspirefurther
investigation utilisingICT
resources
Secondary school
students (Years 8 and
above)
To be used at the
conclusion of the Unit as
a way of reflectingand
takingfurther action;
inspiringvideo diaries,
personal reflections;
blogs
Celebration of learning;
providingstudents who
may feel marginalized to
be proactiveand have
further control of their
lives
Support of and for
marginalised groups
within the community as
a resultof gaining
awareness and clarity of
understandingthrough
empathy and critical
thinking
What further action can
be taken to promote and
develop further levels of
thinking as students
move beyond tolerance
to acceptanceof
difference; what other
knowledge and skillsdo I
want the students to
have?; how can this
improve students feelings
if they are marginalized
in their lifeworld?
Using resources such as the ones included in the Table has positive implications for classroom curriculum outcomes. As the
teacher/educator, the teaching methods and styles I use will no doubt impact on the way in which students and myself relate to one another, so it
is essential that I consider my personal views and opinions of difference. This insight would be used to address the needs of students and those
within their community, knowing this also influences beliefs and practice (Baron et al., 2013. p.126). I would be aware that when introducing
topics that are sensitive to specific activities: selecting resources, engaging in discussions, posing questions to probe and encourage deeper
thinking - all of these tasks require an appropriate level of knowledge and skill in order to overcome any personal bias, ensuring no offence is
given, as strategies are developed for attending to diversity in the classroom.

8. SUPPORTING SEXUAL AND GENDER DIVERSITY IN THE CLASSROOM 8
UNIT LESSON PLAN – TEACHING SEXUAL AND GENDER DIVERSITY – to teach students about diversity ad to help them develop empathy for others
Session # Program Content Resources/Games/Activities/Websites/Thinking Routines
Session 1 What is meant by the word diversity?
 an appreciation and valuingof diversity
through resources: blogs,books,magazines
and games.
 Integrated through Humanities and English
 Relate to culture, backgrounds, sexuality and
bias.
 Connections related to prior knowledge of
student
 https://www.nde-ed.org/TeachingResources/ClassroomTips/Diversity.htm
 https://cft.vanderbilt.edu/guides-sub-pages/diversity/
 https://www.goodreads.com/list/tag/transgender
 Books:
o Amazing Grace (Mary Hoffman – Frances Lincoln Children’s Books) –a
picturebook about a girl who loves stories and shows others that you can
be anything you want to be
o Kasia’s Surprise(Stella Gurney – Walker Books) – a book about a mother
and child who have moved from one country to another, focusing on change
and acceptance
o Talking Turkeys (Benjamin Zephania – Puffin Children’s Books) – a selection
of poems that encourages children to think about diversity in a different
way.
o Boy Overboard (Morris Gleitzman – Puffin Children’s Books) – a popular
author and this is a great book that explains the journey of a family from
their homeland in Afghanistan to their travels to Australia –I would use this
for older readers.
o Little Leap Forward (Guo You/ClareFarrow – Barefoot Books) – a semi-
autobiographical story abouta boy growing up duringthe Cultural
Revolution in China.
o ‘IntroducingTeddy’ – exploringtransgender and friendship
o ‘Trans Bodies, Trans Selves: A Resource for the Transgender Community’
coveringtopics such as gender spectrum, trans history,health, cultural and
social topics,and gender theory from a range of contributors
o ‘Letters for My Sisters:Transitional Wisdom in Retrospect’ – a collection of
advice,confessions,regrets,and triumphs from 35 transgender women.
 Bingo Game to encourage children findingoutabout and celebrating the differences
of others in the class. Eg.Finding out who has travelled on a plane, who likes
vegemite, who can roll their tongue, who can speak another languageetc.
 Students tell one new thing they learned abouta classmate,identifying something
that is the same, something that is different

9. SUPPORTING SEXUAL AND GENDER DIVERSITY IN THE CLASSROOM 9
Session 2 Introduction to Family Structures:
Explore a range of family structures – what do they
include?
ThinkingRoutines:
 Think/Pair/Share
 Step Inside: Perceive, Know About, Care About
Session 3 Introduction to relationships:
 Who do we have relationshipswith?
 What types of relationshipsexist?
 Are all relationshipsthe same?
 What is a respectful relationship?
Music/Lyrics/Video clips to encourage reflection and viewpoints in regard to cultural inquiry:
 ‘Shake ItOff’ (Taylor Swift)
 ‘Beautiful’ (Christina Aguilera)
 ‘Get Outta My Way’(KylieMinogue)
Session 4 Healthy sexuality
What does this mean? What is a healthy (sexual)
relationship?
 Respect – everyone deserves respect
 Mutuality – relationshipsaremeant to be
good for both partners – wanting the same
thing at the same time
 Communication – being ableto say what you
think and feel; listeningto each other
ThinkingRoutines to encourage exploration of points of view and identify bias:
 Think/Pair/Share
 Hotspots – to draw out students’ initial thoughts and startto identify issues for
discussion in small groups or wholegroup discussions
Session 5 Behaviour and Choice
 Explore a range of behaviours and choices
regardinggender and sexuality expression
ThinkingRoutines to encourage empathy:
 Options Explosion –used for personal decision makingthrough role playing,
imaginingthatthe student is in this situation
 Tug for Truth – used when there is evidence on both sides when consideringthe
behavior and choices for expression individualsmake
Books to challengestereotypes, promote discussion and encouragecritical thinking:

10. SUPPORTING SEXUAL AND GENDER DIVERSITY IN THE CLASSROOM 10
 The Gender Fairy (Jo Hirst),a resourceon Transgender for primary school aged
children
 ‘IntroducingTeddy’ (Jessica Walton);explores issues faced by transgender people
 https://www.goodreads.com/list/tag/transgender
Session 6 What does sexual and gender diversity mean? Video: Understandingsexuality and gender diversity (YouTube)
https://www.youtube.com/watch?v=1SHDVSHXzZk
Session 7 Relationships – Diversity
 What is the link between these?
 Consideration of bias
ThinkingRoutines:
 Stop, Look, Listen – used when investigating claims and issues relatingto truth;
students appreciatethe deeper complexity of situations by addressingissues of bias
and objectivity
Session 8 Deeper thinking: Homophobia, transphobia and
heterosexism
 Explore the impactof homophobia,
transphobia and heterosexismon children and
young people
Brokeback Mountain (movie and novel study)
 Study notes for novel: http://www.sparknotes.com/short-stories/ which include
character study as well as themes, motifs and symbols
Session 9 Overcoming Bias
 Assiststudents in developing strategies to
deconstruct and counter negative and hurtful
stereotypes that abound in the media and
literature;
ThinkingRoutines specifically designed to encourage critical thinking:
 I use to think…now I think…
 What would it be likeif…
 How would itbe different if…
 What would change if…
 How would itlook differently if…
Session 10 Reinforcing Stereotypes and Phobias
 How do we identify negative behaviours that
reinforcevarious stereotypes and phobias?
Video: High School Girl? メーク女子高生のヒミツ （TheSecret of High School Girls）
https://www.youtube.com/watch?v=5n3Db6pMQ-8
ThinkingRoutine to encourage critical thinkingand promote catalystfor action:

11. SUPPORTING SEXUAL AND GENDER DIVERSITY IN THE CLASSROOM 11
 How can we overcome this?  Reporter’s Notebook – identify situation/dilemma;identify fats an events; identify
thoughts and feelings; consider a judgment pf the situation,based on the
information athand
Session 11 Respecting sexual and gender diversity
 What behaviours can be developed, both
insideand outsidethe school community to
promote respect?
 What further action can we take to add to our
learning?
 What pedagogical objectives do teachers want
to achieve(eg/ welcome honesty and conflict
a part of ongoing discussions) as weconsider
how to transformcurriculum,supporting
students in the classroom?
 What mindfulness programs need to be
developed as we a) move beyond tolerance
and acceptance to solidarity and critique,b)
ensure we can provide students with the
confidence to bordercross,and c) what other
catalysts arerequired to promote positive
discussions aspartof critical pedagogy?
Video: Free to be Me - https://www.youtube.com/watch?v=SVE8fbesrlg
Explore questions from the video which encourage students to reflect on dominant groups,
question learningand become critical thinkers asthey consider ways to provide acceptance,
promote equality,confrontissues and providea catalystfor change/action:
 What does diversity mean to you?
 Can diversity beapplied to our school context?
 Is there acceptanceof gender and sexual diversity in our community?
 In what ways could we improve awareness of gender and sexual diversity?
 What would be an environment in which acceptance would thrive?
 How do stereotypes influenceperceptions of gender and sexual diversity?
 How do we overcome stereotypes of sexual and gender diversity?

12. SUPPORTING SEXUAL AND GENDER DIVERSITY IN THE CLASSROOM 12
McLaren (as cited in Martin, 2006) urges teachers to remake critical pedagogy in
order to promote social change. Identifying the critical educator as dialectical – recognising
challenges and deficiencies within our society marginalising and socially excluding students
– requires curriculum to be transformed and legitimised, improving educational outcomes
(McLaren, 2009). A number of pivotal insights can be gained from the teacher who
transforms critical pedagogy and critical literacy practices. I would like to present three that
have significant implications for the classroom:
Firstly, recognising that classrooms are a 'microcosm of the larger society'
necessitates the creation of connecting schools to communities through a ‘high quality and
balanced’ curriculum, (Stallworth, Gibbons & Fauber, 2006. p.478). As I consider how to
promote within students a move beyond tolerance of sexual and gender diversity, I need to
change my thinking: the significant decisions or actions I make to my own practice
necessitates me educating and guiding responsibly, as this influences and shapes my students’
character. Changes I make within the curriculum would be to incorporate a diverse range of
mulitliteracies, including mythology, non-fiction, poetry, short stories, fables, anthologies,
lyrics and music. Digital literacy has become a universal language for many, encompassing
interactive whiteboards, search engines (including Google and Google Tools), presentation
software (including PowerPoint, podcasts and Prezi), e-portfolios, popular media, movies,
video publishing providers (including YouTube, Vimeo and video files), MP3s,digital games,
social networks (including Facebook and Twitter), online magazines, e-books, blogs, wikis,
SMS text messages, Instagram, Pinterest, (digital) photography, and other on-line creative
expressions. Through fusing teaching with everyday life experiences, uploading these to a
central location to be accessed by a wider audience broadens the opportunity for developing
authentic, meaningful learning opportunities. This provides an inclusive and increased
motivation for learning – hence, their inclusion to balance my Unit plan.

13. SUPPORTING SEXUAL AND GENDER DIVERSITY IN THE CLASSROOM 13
Secondly, change must happen in schools that enable students to have a sense of
belonging if they are to feel welcomed and accepted (Riggs & Due, 2010). Recognising that
all people are unique in their own way allows students to acknowledge this too. Teachers
need to demonstrate how they value diversity. Through modelling positive attitudes to
celebrate the range of differences in the classroom, students recognise and know that these
differences can be an asset which should be embraced and celebrated. Embedding ‘Visible
Thinking Routines’ (Visible Thinking, n.d.) throughout the Unit Plan promotes active
engagement and deeper conversation, providing students with the opportunity to participate
in honest discussions about the different life experiences of others. In this way, a catalyst for
thinking and sharing can be fostered and enhanced.
Thirdly, I need to promote an inclusive classroom ensuring that all students can
engage in the Unit Plan activities. The essential learning standards of ‘knowing content and
how to teach it’ are promoted through the Australian Institute for Teaching and School
Leadership (AITSL, 2012) and ACARA (2014) websites. To help promote equity and
inclusion for my students, a change or adjustment to curriculum, instructions or environment
is required. Walsh (2012) recognises destructive behaviour, oppressive language, racist,
deficit, and homophobic views as disempowering and oppressive to the individual (p. 125).
Konza (2008) identifies a full ‘inclusion’ model whereby restructuring environments,
facilities, resources and curriculum can meet student needs, allowing them to receive an
appropriate education of which they are entitled. As I consider how to transform practice and
ensure learning is fostered and enhanced, I need to provide a positive, safe, supportive and
respectful environment for all students – including those that may be marginalised. In this
way, my students can grow in awareness of the different life experiences of others, and
diversity can be celebrated.

14. SUPPORTING SEXUAL AND GENDER DIVERSITY IN THE CLASSROOM 14
‘Global citizens should ideally have the confidence and willingness to engage with
diverse others as a means to understand different perspectives’ (Walsh and Townsin, 2015.
p.9). Their argument put forward that ‘most education has generally not prepared students to
think act or live this way’ is a powerful statement, and one that encourages teachers to
consider how essential it is to teach students about diversity. Based on the insights I have
gained, there are three decisions/actions I would take to make my own practice more aligned
when designing an inclusive practice.
The first action is that of developing empathy that can be modelled to others. Baron,
Scullin & Mahood et al. (2013) strongly encourage teachers to become culturally aware
through activities and reflective practice in order to create a positive learning environment (p.
116). I do not think it possible for any teacher to do this productively, if they have not
developed empathy themselves. Teachers who engage in literacy curriculum planning can
only be effective if they reveal themselves to be sensitive and respectful when introducing,
exploring and extending sexual and gender diversity knowledge and content. The teacher
who models empathy is able to teach empathy, by leading through example.
The second action would be to encourage my school to develop and promote policies
reflecting a positive stance which accepts students regardless of the sexual diversity with
which they identify. We need to foster a school-wide culture of critical pedagogy and
empathy which transforms our mindset of thinking, sensitivity, choice, and responsibility:
these adhere to values which shape and guide school policy, curriculum directions, practice
and procedure and are appropriate to the needs of students (Baron et al., 2013. p. 12). By
encouraging the school to recognise ‘border crossing’ through the improved development of
policies and curriculum programs, we recognise our ability to see sexual and gender diversity
from another perspective. This allows students to live together in difference (Walsh &
Townsin, 2015. p. 3), ‘letting LGBT children and young people know there are unlimited

15. SUPPORTING SEXUAL AND GENDER DIVERSITY IN THE CLASSROOM 15
possibilities for love and pleasure in a productive and fulfilling life’ (p. 132). Surely this is at
the heart of how teaching practice can be transformed.
The third action I would take to have an urgent reassessment of appropriate resources
and professional learning opportunities that best reflect or enhance the understanding of
student education in the classroom as part of a wider, whole school approach. Mindfulness,
‘Positive Education’ practices, conferences, workshops and current research would need to be
explored, considered and included as part of budgetary planning. My ongoing professional
development would enable me to align classroom practice with informed decisions, made as
part of future learning directions and opportunities.
Addressing sexual and gender diversity necessitates everyone within the learning
community to be part of honest discussions in order to bring a change of attitude to the
classroom - a different mindset to the one currently pervading in the majority of Australian
schools - which is inclusive, supportive and respectful: different experiences and perceptions
for life requires both student and teacher to be open minded with an appreciation and valuing
of a range of views. There will be no doubt be conflict as educators grapple with dialogue as
part of our endeavours to welcome such discussions. In todays’ democratic society, where
classrooms are intended to be inclusive - with students continually striving to acquire the
literacy skills and practices they need for academic success and participation in a
contemporary world - the decisions and approaches educators make will define the actions
and influences shaping individual student learning, attitudes, challenges and possibilities.
Educators need to understand, collaborate and make urgent changes to critical
pedagogy (McLaren, as cited in Martin, 2006), teaching in ways which promote inclusion,
engage others in discussion, and utilise rich resources of multiliteracies. Such decisions and
actions communicated through practice and action can only enhance understanding, empathy
and knowledge. The impact this effects on individual student learning and the local and

16. SUPPORTING SEXUAL AND GENDER DIVERSITY IN THE CLASSROOM 16
global communities in which they live will reveal educators with true vision as they work
individually and collaboratively within their communities. It will recognise teachers’ abilities
to empathise for marginalised groups within society, see them move beyond tolerance,
promoting acceptance and respect with a strong sense of wellbeing. In creating a shift
towards a level of affirmation, solidarity and critique, practice is transformed due to sexual
and gender diversity in the classroom not only being supported, but embraced.

17. SUPPORTING SEXUAL AND GENDER DIVERSITY IN THE CLASSROOM 17
References
ACARA. (2013). Diversity of learners. Retrieved from
http://www.acara.edu.au/verve/_resources/Information_Sheet_Diversity_of_learners.pdf
ACARA. (2014). English as an additional language teacher or dialect teacher resource:
EAL/D overview and advice. Retrieved from
http://www.acara.edu.au/verve/_resources/EALD_Overview_and_Advice_revised_February_2014.pdf#search=EAL/D
Australian Curriculum Reporting Authority. (2013). Retrieved from
http://www.australiancurriculum.edu.au/StudentDiversity/Pdf/StudentDiversity
Australian Institute for Teaching and School Leadership. (2012b). Australian
professional standards for teachers. Retrieved from
http://www.aitsl.edu.au/australian-professional-standards-for-teachers/standards/list
Baron, H., Scullin, B., & Mahood, A. (2013). Influencing Teachers' Cultural Awareness
Through Activities and Reflective Practice. Global Education Journal, 2013(2),
114-130.
Diversity Guides (n.d) Retrieved from
https://cft.vanderbilt.edu/guides-sub-pages/diversity/

18. SUPPORTING SEXUAL AND GENDER DIVERSITY IN THE CLASSROOM 18
Diversity Teaching Resources (n.d.) Retrieved from
https://www.nde-ed.org/TeachingResources/ClassroomTips/Diversity.htm
Free to be Me. (n.d.) [Video file]. Retrieved from
https://www.youtube.com/watch?v=SVE8fbesrlg
High School Girl? メーク女子高生のヒミツ （The Secret of High School Girls) (n.d.)
[Video file]. Retrieved from https://www.youtube.com/watch?v=5n3Db6pMQ-8
Konza, D. (2008). Inclusion of students with disabilities in new times: Responding to the
challenge. In P. Kell, W. Vialle, D. Konza, & G. Vogl, G. (Eds.), Learning and the
learner: Exploring learning for new times. University of Wollongong, 39–64.
Retrieved from
http://ro.uow.edu.au/cgi/viewcontent.cgi?article=1036&context=edupapers
Lopez, A. E. (2011). Culturally Relevant Pedagogy and Critical Literacy in Diverse English
Classrooms: A Case Study of a Secondary English Teacher's Activism and Agency.
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