2SLGBTQIA+ Education and Awareness

Two Spirit: Introduced in 1990 at the third Annual Inter-tribal Native American, First Nations, Gay and Lesbian American Conference, held in Winnipeg, Two-Spirit is a term used by some Indigenous North American cultures to describe people who embody both masculine and feminine qualities or whose roles may not conform to the Western binary concept of gender. Two-Spirit is both a cultural identity and a spiritual role, and it may include diverse gender identities, sexual orientations, and expressions. It is not a direct equivalent to Western terms like "LGBTQ" but is deeply rooted in specific Indigenous contexts and traditions.

Queer: An expansive term that can be used by anyone not fitting the cisgender-heterosexual normativity. It has been reclaimed by some members of the 2SLGBTQIA+ community but can still be seen as offensive by others depending on context.

Questioning: Refers to individuals who are in the process of exploring or in the process of determining their sexual orientation, gender identity, or gender expression.

Ally and Allyship: An affirming person who supports, stands up, and advocates for the rights and dignity of 2SLGBTQIA+ individuals may or may not identify as part of the community. 

Sex: Typically refers to a set of biological attributes that are often used to classify people as male, female, or intersex. These attributes include physical characteristics such as chromosomes, hormones, internal reproductive organs, and external genitalia. While often seen as a binary, sex is more accurately understood as a spectrum, with many variations that don’t always align strictly with male or female categories. The concept of sex can be distinct from gender, which is a social and psychological identity.

Intersex: Is an umbrella term used to describe a range of natural variations in sex characteristics, including chromosomes (XXY, XO, etc.), gonads, hormones, or genitalia ambiguity or differences in secondary sex characteristics that do not fit typical definitions of male or female bodies. Intersex traits are congenital, meaning they are present at birth, and may or may not be visible at birth. Intersex individuals may identify with any gender or sexual orientation, and the existence of intersex bodies challenges rigid binary notions of sex. 

Sexual/Attraction Orientation: Refers to an individual’s enduring pattern of emotional, romantic, and/or sexual/erotic attractions to others. It can include:

• Romantic Attraction: Emotional connection or desire for a romantic relationship with someone, which may or may not involve physical intimacy.
• Erotic Attraction: A physical or sexual desire toward others, driven by sexual attraction rather than emotional or romantic factors.

Common sexual/attraction orientations include:

• Heterosexual/straight: Attracted to individuals of a different gender.
• Homosexual* also referred to as gay or lesbian: Attracted to individuals of the same gender.
• Bisexual: Attracted to more than one gender.
  Pansexual: Attracted to individuals regardless of gender.
• Asexual: Little or no sexual attraction to others, though they may experience romantic attraction.
• Aromantic: A person who experiences little or no romantic attraction to others, although they may experience sexual attraction. 
• Demisexual: A person who only feels sexual attraction to someone with whom they have an emotional bond.

* While some individuals self-identify as homosexual, the term homosexual is generally considered outdated and with its meaning carrying histories of pathologization, criminality, and stigmatization.

Gender: Gender refers to the social, cultural, and psychological aspects typically associated with being male, female, or non-binary. Gender is not strictly tied to biological sex but is a broad social construct influenced by cultural norms, roles, and expectations.

Gender Identity: Gender identity is an individual’s deeply felt internal experience of their own gender. This could be male, female, a blend of both, neither, or something else entirely. A person’s gender identity may or may not align with the sex assigned at birth.

• Cisgender: A person whose gender identity aligns with their sex assigned at birth.
• Transgender: A person whose gender identity differs from their sex assigned at birth.
• Non-binary: A person who doesn’t identify exclusively as male or female.

Gender Expression: Gender expression refers to how individuals present their gender outwardly, through behavior, clothing, haircut, voice, and other forms of expression. This can be masculine, feminine, a combination of both, or neither, and it might not necessarily reflect a person's gender identity. Culture, risk of discrimination, socialization and other factors influence the gendered associations with one’s expression.

Agender: A person who does not identify with any gender or who identifies as having no gender.

What Do I Do if I Mess up Someone’s Pronoun or Misgender Them?

We will make mistakes from time to time. If you misgender someone or use the wrong pronoun, it's important to handle the situation with care, respect, and accountability. Here are some steps to follow:

1. Acknowledge the mistake 

If you realize you've misgendered someone or used the wrong pronoun, it's important to acknowledge the mistake right away. A simple, brief acknowledgment shows that you are aware of it and care about getting it right. For example:

• "Oh, I’m sorry, I meant [correct pronoun]."

2. Apologize sincerely 

Acknowledge the mistake without making it a big, drawn-out event. A brief and genuine apology is enough:

• "I’m really sorry for that."
• "I didn’t mean to misgender you, my apologies."

Avoid excessive apologizing, as it can make the person uncomfortable or put undue emotional burden on them.

3. Correct yourself without over-apologizing 

After you apologize, quickly correct yourself without making it too much about your own discomfort. It's more important to focus on using the correct pronouns moving forward.

• Example: "I’ll make sure to use [correct pronoun] from now on."

4. Move on and continue the conversation 

Once you’ve acknowledged the mistake and corrected it, move forward with the conversation. Don't dwell on it too much or let it derail the discussion. Showing that you're respectful and that you're going to make an effort to be more mindful is the best next step.

5. Learn from the experience 

Take it as an opportunity to be more mindful in the future. If you're unsure about someone's pronouns, it’s okay to politely ask. This shows you're making an effort to respect their identity. Over time, it will become more natural for you to use the right pronouns, and you'll avoid making the mistake.

6. Be open to feedback 

If the person corrects you or if they offer feedback on your use of pronouns, listen carefully and thank them for guiding you. Even if you feel embarrassed, it’s an opportunity to learn, and it’s important to show respect for their preferences.

7. Respect their space 

If the person doesn't react or seems uncomfortable, respect their choice to not bring it up further. Some people may feel tired of constantly correcting others or may not feel like discussing it at the moment.

8. Keep practicing and be patient with yourself 

Being mindful of pronouns can take practice, especially if you’re new to learning about someone’s gender identity. Over time, you’ll become more comfortable, but remember that everyone makes mistakes, and it's about making a consistent effort.

A few additional things to remember:

• Avoid gendered language: If you're unsure of someone's pronouns, try using neutral language until you know what they prefer. For example, "they" can be a safe alternative if you're not sure.
• Don’t make it about you: If you misgender someone, try not to over-apologize or make it all about how bad you feel. Focus on the other person’s experience and ensure you're respecting their identity moving forward.

The key is to show respect, take responsibility for your mistakes, and actively work to improve. People generally appreciate when others make an effort to respect their identity, even if mistakes happen along the way.

It's understandable to feel unsure or nervous about asking someone their pronouns. However, a simple, respectful, and affirming approach can make a significant difference so others feel acknowledged and included. Here’s an example of a respectful inquiry:

Example Script: 

  During an introduction

•   "Hi, I’m [Your Name], and I use [your pronouns]. How about you, if you feel comfortable sharing?" 

    OR 

•   "Could you remind me of your pronouns so I don’t mess up?" 

  In a group setting

•   "Before we start, let’s quickly go around and share our names and if you’re comfortable, pronouns. I’ll start."

These approaches normalize sharing pronouns and signal that you are considerate of others’ identities. We suggest sharing your pronouns first to articulate your values as a person, and also help cultivate a welcoming space for others to share theirs.

Conversations about pronouns can sometimes elicit discomfort or resistance. This can be due to a variety of factors:

• Lack of awareness: Some individuals may not have been exposed to discussions about gender diversity and the importance of pronouns.
• Cultural or generational differences: Social norms and values can vary greatly, with some individuals finding it difficult to adapt to changing views on gender.
• Misunderstandings or preconceived notions: Misconceptions about gender identity or the belief that pronouns are "politically charged" may lead to negative reactions.

When encountering someone who pushes back on the use of pronouns, it’s important to remain patient, respectful, and non-confrontational. Here are a few strategies for addressing resistance:

1. Acknowledge their feelings: 

• "I understand this may be new or feel uncomfortable. Would you be open to hearing why using the correct pronouns is important to many people?"

2. Focus on respect: 

•  "It’s about showing respect for who someone is, just like using their name correctly. Using their pronouns helps create a space where everyone feels valued."

3. Offer education and awareness: 

•  "I used to feel unsure about this too, but I’ve learned that using someone’s pronouns is a small way to make a big difference in their comfort and safety."

4. Set boundaries (if needed): 

• "While we may have different views, it’s important in this space that we respect each other’s identities."

For more practical tips on using pronouns, see the Egale Pronoun Usage Guide: https://egale.ca/awareness/pronoun-usage-guide/

Manitoba Teachers’ Society (MTS) - https://www.mbteach.org

• 2SLGBTQIA+ Advocacy and Workshops: MTS provides training and advocacy programs on creating inclusive environments for 2SLGBTQIA+ students and colleagues. Their workshop “Safe and Caring Schools” focuses on anti-oppression education.
• Lesson Plans and Training Resources: MTS provides 2STLGBQIA+ lesson plans and training resources tailored to different grade levels, including topics like Pride history and identity development.
• Educators for Diversity and Social Justice: Offers networks and events focused on equity and inclusion.

Rainbow Resource Centre (Winnipeg) - https://rainbowresourcecentre.org

• Education and Training Programs: Offers workshops for educators on LGBTQ inclusion, anti-bullying strategies, and gender diversity. They also host the GSA (Gay-Straight Alliance) Conference annually for educators and students. 
• Youth Programming: The "Peer Project for Youth (P2P)" and other initiatives may inform you about how to support 2SLGBTQIA+ youth directly.

Two-Spirited People of Manitoba - https://twospiritmanitoba.ca/

• Provides cultural and educational resources about Two-Spirit identities, which are an important part of Indigenous and 2SLGBTQIA+ history.

Egale Canada - https://egale.ca

• Training and Toolkits: Egale provides educator-specific resources like their Safer Schools Toolkit and professional development workshops.
• MyGSA.ca: A resource hub for creating and supporting Gay-Straight Alliances (GSAs) in schools.

Canadian Centre for Gender and Sexual Diversity (CCGSD)

• Workshops and Curriculum Materials: Focuses on anti-oppression and 2SLGBTQIA+-inclusive education.
• Day of Pink: A campaign against bullying and discrimination, with educational materials for schools.

RISE: Respect, Inclusion, Safety, Equity - https://riseproject.ca/

• RISE focuses on queering teacher education. Their primary goal is to assist education professors and instructors in preparing teacher candidates to provide welcoming, respectful, and inclusive learning environments where gender and sexuality are celebrated as naturally diverse and teacher candidates have the knowledge, skills, and attitudes to effectively support 2SLGBTQ+ students and families. 

PFLAG Canada

• Support for Allies: Resources and events tailored to educators and families supporting LGBTQ students.

GLSEN - https://www.glsen.org  (US based but applicable)

• Provides professional development, Safe Space Kits, and actionable strategies for promoting LGBTQ inclusion in schools. Their Rainbow Library program supplies free LGBTQ-affirming books to K-12 educators. 

Welcoming Schools (HRC Foundation) - https://welcomingschools.org

• Offers lesson plans and educator resources designed to create affirming environments. Topics include LGBTQ history, family diversity, and countering bullying. 

Local Bookstores and Resources

• Winnipeg Public Library: Offers a collection of 2SLGBTQIA+ + fiction and nonfiction resources - https://guides.wpl.winnipeg.ca/bookedpicks/2SLGBTQ
• McNally Robinson (Winnipeg): Offers a selection of 2SLGBTQIA+-inclusive books for children and teens, and they often support local authors.
• Placing Out Orders via Prairie Sky Books: Specializes in socially conscious literature and can help source inclusive books. 
• Willow Press: A queer, author/sex educator owned bookstore that has a community initiative to get books into the hands of organizations, schools - https://www.willowpressco.com/ 

National and International Resources

• The Canadian Children's Book Centre (CCBC): Curates lists of inclusive literature, including LGBTQ themes.
• Rainbow Book List (by the American Library Association): Features annually updated LGBTQ-friendly books for youth.
• Stonewall Book Awards: Recognizes outstanding LGBTQ literature for children and young adults.

Specialty Book Publishers and Retailers

• Arsenal Pulp Press (Canada): Publishes 2SLGBTQIA+-inclusive books for young readers, including titles by Indigenous and racialized authors.
• Flamingo Rampant: Focuses on gender-diverse and LGBTQ-inclusive children's books.
• Lee & Low Books: An inclusive publisher that prioritizes representation in children's literature.

Digital Libraries and Educator Resources

• We Need Diverse Books (WNDB): Provides recommendations for diverse and inclusive books for classroom use.
• Out on the Shelves (Vancouver Public Library): Offers a searchable database of LGBTQ-friendly books for different age groups.
• Gender Inclusive Classrooms: A website equipping educators with the tools they need to foster safe, welcoming gender-inclusive classrooms. https://www.genderinclassrooms.com
• Teaching Beyond the Binary: A collection of resources, blog posts, and reading lists to help you deconstruct the gender binary, support LGBTQ+ students in your classroom, and create a more inclusive environment for students. https://www.teachingoutsidethebinary.com/lgbtq-book-recs

The ArQuives (Canada's 2SLGBTQIA+ Archives): https://arquives.ca

• Offers lesson plans tied to Canadian 2SLGBTQIA+ history, suitable for secondary students. 

1. What does 2SLGBTQIA+ mean? 

Answer: It stands for Two-Spirit, Lesbian, Gay, Bisexual, Transgender, Queer/Questioning, Intersex, Asexual and others, representing diverse sexual orientations, gender identities, and cultural traditions.

2. Can someone be both transgender and gay, or transgender and lesbian, or transgender and heterosexual? 

Answer: Yes. Being transgender refers to gender identity, while being gay, lesbian and heterosexual refers to sexual orientation and attraction. They are separate aspects of a person.

3. Why do some people use pronouns like they/them? 

Answer: Some people use they/them pronouns because they don’t identify strictly as male or female, or they feel these pronouns better reflect their gender identity.

4. Is it okay to ask someone about their gender or sexuality? 

Answer: It’s important to be respectful. If someone chooses to share, listen without judgment. Otherwise, avoid pressing them for personal details. If you feel the need to ask, make sure you ask yourself your intentions, and context in which you are asking them to disclose parts of their identity. 

5. Why do we have a Pride flag in school? 

Answer: The Pride flag shows that our school is an affirming and welcoming space for everyone, including 2SLGBTQIA+ students, their families, and staff.

1. Why is my child learning about 2SLGBTQIA+ topics?  

Answer: It’s important for students to understand diversity, empathy, compassion, and inclusion. These lessons foster a respectful environment for all students.

2. At what age is it appropriate to talk about gender and attraction?  

Answer: Conversations are age and developmentally appropriate. For younger students, it’s about kindness and respecting differences. Older students explore more complex issues like identity and history.

3. Does learning about 2SLGBTQIA+ topics influence my child’s sexuality or gender?  

Answer: No, education about 2SLGBTQIA+ topics doesn’t change someone’s sexual orientation, attraction, or gender identity; it simply builds awareness and understanding and can help shift attitudes to be more inclusive of diversity.

4. What should I do if I disagree with this content?  

Answer: If you have concerns, we welcome a discussion. Our goal is to support all students and comply with educational standards.

5. How do you address religious beliefs that conflict with 2SLGBTQIA+ topics?  

Answer: We respect all beliefs and focus on promoting kindness and safety for all students without endorsing specific ideologies.

6. Some parents want 2SLGBTQIA+ themed books banned. How do I best reply?

Answer: Acknowledging diverse experiences helps all students feel seen and valued. These books reflect our commitment to inclusivity, empathy, and critical thinking, which are essential for their growth. If you have concerns, we can review provincial policies together.

7. I don’t understand why my child’s teacher goes by Mx. rather than Mr. I think this will confuse my child with how to properly address adults.

Answer: Mx. is a gender-neutral title that reflects the teacher’s identity. Knowing there are several titles that exist, it’s a learning opportunity for children about respect and the diversity of ways people express themselves. This will help them grow into understanding and inclusive individuals.
 

1. How can I support 2SLGBTQIA+ students in my classroom? 

Answer: Use inclusive language, respect students’ pronouns, address bullying, and include diverse perspectives in your curriculum.

2. What should I do if I make a mistake with a student’s pronouns? 

Answer: Apologize briefly, correct yourself, and move on. The effort to respect their identity is what matters most.

3. How do I handle a parent upset about 2SLGBTQIA+ topics in class? 

Answer: Actively listen to their concerns, explain the educational purpose and learning outcomes, and emphasize that inclusion benefits all students.

4. How can I address 2SLGBTQIA+ topics without controversy? 

Answer: Stick to the curriculum and learning outcomes; focus on themes of respect and inclusion, and provide age and developmentally appropriate content.

5. What resources are available for professional development on 2SLGBTQIA+ inclusion? 

Answer: Look into workshops, online courses, affirming 2SLGBTQIA+ books and biographies, and local organizations that provide training on supporting 2SLGBTQIA+ students and colleagues.

6. What can I do and how best to respond when a colleague expresses a microaggression on 2SLGBTQIA content? 

Answer: Approach your colleague privately and share your concerns calmly, focusing on the impact of their words. For example, 'I wanted to share how that comment might feel exclusionary to 2SLGBTQIA+ students.' Offer to collaborate on ways to create a more inclusive environment."