Today it is almost impossible to be unconscious of LGBT trend in education and especially in schools which to some extent is being popularized globally. LGBT stands for lesbian, gay, bisexual and transgender. ‘How you see me’ and ‘LGBT High School Students Share Their Experiences’ videos give a sharp-cut notion of existing problem, bullying and verbal harassment of LGBT youth in schools. “School for me is scary…”, “My mates are nitpicking me…”, “I am tired of being unnoticed…”, “I am afraid because I do not know how my friends will perceive me…” are some responses of students with non-traditional sexual orientation. Slater (2013) who strongly supports all-inclusive education claims that “all American youth are in dire need of inclusive sex education to improve their health outcomes and help build safe school environments where they can thrive.” She also marks the importance of stopping inaccurate, exclusionary, and ineffective programs that discriminate students.
All these rises a question: how three trend-setting countries deal with harassment of LGBT youth in schools?
United States: an Identity-Based Model.
The rich history of identity-based movements in the U.S. (civil, women’s) provoked and prepared the LGBT movement for social change. While there is still much to be done to break the cycle of marginalization of LGBT youth in schools in the US, the US model shows promise and is aimed at both interpersonal and structural harassment. The states’ anti-bullying legislation awaits Senate approval.
Germany: A Unity Based Model.
Although LGBT activism is relatively less strong, the accent there is made on increasing the comfort with sexuality among youth. The sex education is integrated into classes such as English, Biology, German, Literature and others. Germany’s model is one that offers many lessons to LGBT and motivates them to learn.
Brazil: Making Change from the Top.
The politicians taking action in culture shifting and combining two previously mentioned samples are the key components of the Brazilian model. The components also include widespread teacher training, in-school support from civil society, youth-focused school evaluations, and a hybrid of state to create schools with LGBT inclusive education. (Wagoner, 2010).
There is almost no data about this tendency in Kazakhstan’s education system which points to the fact that fortunately the LGBT is not the case in our schools. Kazakhstan was among countries which were against enactment of “The UN Declaration on Sexual Orientation and Gender” in 2009. Moreover, the legislation prohibits marriage between people of the same sex since 2011. (Law on marriage, 2011). However since LGBT in schools is the worldwide issue it would be injudicious not to prepare an educational system for an upcoming unwanted change.
Law on marriage in Republic of Kazakhstan. (2011). Retrieved from http://www.zakon.kz/page,1,1,4470289-v-novom-kodekse-rk-o-brake-i-seme.html.
Photos retrieved from 1) http://www.howcoolbrandsstayhot.com/2014/04/09/lgbt-millennials-what-how-and-why-infographic/. 2) http://www.hercampus.com/school/u-ottawa/short-term-solution-long-term-problem-are-lgbt-schools-realistic-solution-much.
Slater, H. (2013). LGBT-Inclusive Sex Education Means Healthier Youth and Safer Schools. Retrieved from https://www.americanprogress.org/issues/lgbt/news/2013/06/21/67411/lgbt-inclusive-sex-education-means-healthier-youth-and-safer-schools/.
Video retrieved from https://youtu.be/wxHHstcyP4I.
Video retrieved from https://youtu.be/iAwJQYs7pKM.
Wagoner, J. (2010). Advocates for Youth. 2000 M Street NW, Suite 750 Washington, DC 20036. Retrieved from http://www.advocatesforyouth.org.