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A path is emerging: Steps towards an LGBT+ inclusive education for Mexican students

Authors

DOI:

https://doi.org/10.14507/epaa.29.6157

Keywords:

education , inclusion, LGBT , Mexico, reform, students

Abstract

Mexican schools are in crisis, where LGBT+ students face constant violence and discrimination. In the past decade, civil society has led the way in evaluating school climate and assessing LGBT+ students’ needs in Mexican schools. Unsurprisingly, individuals most affected by this violence and discrimination, LGBT+ individuals, have pushed these efforts forward as they conduct research, create resources, and facilitate workshops. In this article, we show how civil society has been the leader on advocating for LGBT+ inclusive education in Mexico. We justify this claim by exploring the existing research at the national, regional, and international levels, showing that much of what is present stems from civil society’s ongoing efforts. We then analyze the current legal framework aimed at protecting students against discrimination. We also discuss existing tools and advancements designed to promote inclusive classrooms, from both a public policy and civil society perspective. We conclude by punctuating the necessity and urgency of utilizing civil society in reforms that advocate for inclusion to better formulate public policies and establish direct, sustainable ties to the individuals and communities most in need.

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Author Biographies

Jorge Herrera Valderrábano, Global Center for LGBTI+ Freedom and Education and DILO Escuelas Incluyentes

Jorge Herrera Valderrábano is a young human rights advocate. He studied International Relations at the Tecnológico de Monterrey, and is also a Social Worker from the National Autonomous University of Mexico. He has collaborated with numerous civil society organizations for the last six years, and is the co-founder and current president of DILO Escuelas Incluyentes (dilomexico.org), a Mexican organization promoting inclusive policies at schools.

Cai Thomas, IREX

Cai Thomas is a program officer at IREX working on a program centered in gender equality and positive youth development. They received an MA in comparative and international education from Teachers College, Columbia University. Cai’s work focuses on equitable practices in schools and workplaces, sexual orientation and gender identity (SOGI) topics, teacher development, and positive youth development.

Cody Freeman, Faculty of Learning Sciences and Education, Thammasat University

Cody Freeman is a foreign expert at the Faculty of Learning Sciences and Education, Thammasat University. His research primarily focuses on gender and sexuality, comparative and international education, democratic education, social movements, and sociology of education. He is also the Founder & Chief Executive Officer of the Global Center, an NGO that creates freedom through education for LGBTI+ youth globally.

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Published

2021-11-01

How to Cite

Valderrábano, J. H., Cai Thomas, & Cody Freeman. (2021). A path is emerging: Steps towards an LGBT+ inclusive education for Mexican students. Education Policy Analysis Archives, 29, 147. https://doi.org/10.14507/epaa.29.6157

Issue

Section

Educational Inclusion of LGBT+ Youth in Latin America and the Caribbean