The Importance of Global Gender-neutral Education
“Everyone has the right to education, without discrimination on the basis of, and taking into account, their sexual orientation and gender identity.”(Yogyakarta Principles, 2006). The global initiative to tackle discrimination based on assigned sex in developing countries has evolved to include discrimination based on gender identity to expand the battle to countries viewed as gender-equal. 64% of students identifying as transgender have experienced bullying in the United Kingdom (Council of Europe, 2018) and discriminatory attitudes from school staff prevent reporting of gender-based violence in Swaziland (UNESCO, 2016). Events like International day against homophobia are actively bringing these issues to a wider audience while UNESCO is trying to collect data on transgender and sexual orientation-based violence globally to facilitate concrete actions towards non-discriminatory education (UNESCO, 2019). Gender-neutral education is important on a global scale because the daily struggles and experiences of non-cis-gendered students are not that different from Cambodia to the United Kingdom.
School is where it all starts.
Many gender-nonconforming people report more discrimination in school than at home or in their community (ILGA-Europe, 2006). “Bullying was often interpreted by our respondents as being related to or being the consequence of gender-nonconforming behaviour, character and look — or what was perceived to be such by others” (ILGA-Europe, 2006). A gender-nonconforming student is more likely to experience verbal harassment and physical violence for their mannerisms or behaviour, which in turn leads to avoidance of school activities, absenteeism and lowered academic success (UNESCO, 2019). Many teachers are ill-equipped to deal with LGBTQ+ related bullying and try to approach the issue from a more tangible point of view, for example advising a student not to wear certain types of clothes to school or to have a haircut that matches the assigned gender. This is considered ‘institutionalised violence’ in schools that make it natural to suggest and encourage certain gender stereotypes (UNESCO, 2016).
What about LGBTQ+ teachers?
Discriminatory comments about gender-nonconforming teachers’ outfits, behaviour or tone of speech are not uncommon and encourage LGBTQ+ teachers to maintain plausible denial with students and staff. Many gender-nonconforming teachers decide to hide their sexuality and gender preferences in a school environment to avoid backlash from staff members, students and parents (ILGA-Europe, 2006).
Why education?
Continued homophobic and transphobic behaviour affects the well-being of everyone in the school. For Sustainable Development Goals, education needs to be equitable and inclusive at all levels to meet UNESCO’s human rights commitments. As gender-identity based bullying impacts physical and mental health, this can have long-lasting effects and lead to high-risk behaviour and lower interest in seeking higher education. All these combined can lead to a lower employment rate, which in turn can encourage risky behaviour and in some regions disproportionately lead to more alternative fields like sex work, especially in male-to-female transgenderism (UNESCO, 2016)
What options are there?
A strong rights-based response from school is needed. Everyone under the same roof has a right to education, dignity and health. Some schools have implemented a learner-centred approach where LGBTQ+ and gender-nonconforming students are heard as a group by the school faculty. Some schools in Thailand have implemented a gender-neutral policy that allows gender non-conforming students to choose their uniform rather than be assigned one based on their sex at birth (UNESCO, 2016). One of the important changes is to include information about other gender identities on a curricular level in health and sex education in an age-appropriate manner.
What do we need to do?
The first step is to address gender-based violence and train teachers to recognise and respond to it when they witness any type of bullying. Homophobic and transphobic incidents need to be reported as such and not as general incidents. Teachers need to be trained to be sensitive to LGBTQ+ youth and the unique challenges brought by growing up as one. Schools and educational institutions should have a clear approach on what to do when homophobic or transphobic bullying happens. Schools should collaborate strategically with NGO’s (Non-Governmental Organisations) to organise 3rd party support in educating their staff and students on LGBTQ+ issues. Evidence-based policies and interventions should be implemented by monitoring and evaluating the situation at school (UNESCO, 2016).
By implementing these drastic changes in many school environments we can ensure that we as global societies evolve to accept genders on all spectrums. By accepting LGBTQ+ people and gender-nonconforming people as a natural part of our school community we ensure a more equal future for everyone, regardless of gender. School plays an integral part in moulding future generations and their attitudes, sometimes reverting bigoted views learned at home. This is why education plays an extremely important role in every country. From Cambodia to the United Kingdom.
Reference list
Council of Europe (2018). Safe at school: Education sector responses to violence based on sexual orientation, gender identity/expression or sex characteristics in Europe. [online] Available at: https://rm.coe.int/prems-125718-gbr-2575-safe-at-school-a4-web/16809024f5.
ILGA-Europe (2006). Social exclusion of young lesbian, gay, bisexual and transgender (LGBT) people in Europe. [online] Available at: https://ilga-europe.org/sites/default/files/Attachments/social_exclusion_of_young_lesbian_gay_bisexual_and_transgender_people_lgbt_in_europe_april_2006.pdf.
The Office of the High Commissioner for Human Rights (2019). OHCHR | The struggle of trans and gender-diverse persons. [online] Ohchr.org. Available at: https://www.ohchr.org/EN/Issues/SexualOrientationGender/Pages/struggle-trans-gender-diverse.aspx.
UNESCO (2016). Out in the Open : Education Sector Responses to Violence Based on Sexual Orientation and Gender Identity/Expression. Paris: United Nations Educational, Scientific And Cultural Organization [Unesco].
UNESCO (2017). Education and gender equality. [online] UNESCO. Available at: https://en.unesco.org/themes/education-and-gender-equality.
UNESCO (2019). Homophobic and transphobic violence in education. [online] UNESCO. Available at: https://en.unesco.org/themes/school-violence-and-bullying/homophobic-transphobic-violence.
Yogyakarta Principles (2006). Yogyakartaprinciples.org — The Application of International Human Rights Law in relation to Sexual Orientation and Gender Identity. [online] The YOGYAKARTA PRINCIPLES. Available at: https://yogyakartaprinciples.org/.
