[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-596623-105":59,"doc-detail-596623-en":129},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":122,"head_meta":124,"extra_data":126,"updated_unix":128},105,"en","educational-administration-and-queer-educators-building-relationships-of-inclusion-and-diversity","EDUCATIONAL ADMINISTRATION AND QUEER EDUCATORS: BUILDING RELATIONSHIPS OF INCLUSION AND DIVERSITY","","The introductory essay examines what educational administrators and policy-makers can do to counter homophobia and transphobia aimed at educators in scholastic settings. It outlines how educational policies operate across organizational levels and emphasizes leaders’ responsibility for teacher working conditions and culture. Grounding the argument in Canada’s equality rights framework under the Charter and related human rights codes, it discusses how protections must extend beyond LGBTQ students to include LGBTQ educators facing ongoing discrimination. It also contrasts international legal landscapes and warns against simplistic binary global narratives.",{"@graph":69,"@context":121},[70,84,104],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":45,"@type":76,"position":81},"https://docshare.wps.com/document/religion-spirituality/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/educational-administration-and-queer-educators-building-relationships-of-inclusion-and-diversity/596623/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":98,"encodingFormat":97,"isAccessibleForFree":99,"interactionStatistic":100},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/educational-administration-and-queer-educators-building-relationships-of-inclusion-and-diversity/596623.png","ImageObject",300,407,{"name":92,"@type":93},"Muffet","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-15",true,{"@type":101,"interactionType":102,"userInteractionCount":4},"InteractionCounter",{"@type":103},"ViewAction",{"@type":105,"mainEntity":106},"FAQPage",[107,113,117],{"name":108,"@type":109,"acceptedAnswer":110},"What role do educational administrators play in creating inclusive learning environments?","Question",{"text":111,"@type":112},"They ensure educational policies are followed and that decisions align with policy documentation, directly shaping teacher working conditions and culture. They are especially relied upon to support LGBTQ educators and implement respectful policies.","Answer",{"name":114,"@type":109,"acceptedAnswer":115},"How does Canada’s Charter of Rights and Freedoms relate to discrimination protections for LGBTQ people?",{"text":116,"@type":112},"Section 15 provides equality before and under the law and protection from discrimination. Sexual orientation was later interpreted as a prohibited ground, and this framework informs provincial policy alignment.",{"name":118,"@type":109,"acceptedAnswer":119},"Why is it not enough to design progressive educational policy without implementation?",{"text":120,"@type":112},"The essay distinguishes between developing protective policy and extending it to all affected parties. It stresses the need to ensure policies are actually implemented in practice, where LGBTQ educators still experience discrimination despite legal protections.","https://schema.org",{"og:url":83,"og:type":123,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":125,"canonical":83},"index,follow",{"doc_id":127,"site_id":62},596623,1792083422,{"code":4,"msg":5,"data":130},{"doc_id":127,"user_id":131,"nickname":92,"user_avatar":132,"doc_module":4,"category_id":44,"category_name":45,"doc_title":65,"doc_description":67,"doc_content":133,"file_id":134,"file_url":135,"file_type":136,"file_size":137,"view_count":4,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":39,"language":138,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":139,"faqs":140,"seo_title":141,"seo_description":67,"update_tm":128,"read_time":46},962090768927,"https://ap-avatar.wpscdn.com/davatar_085a072bc5b1113ac321206ff7593b45","EDUCATIONAL ADMINISTRATION AND QUEER EDUCATORS:  \nBUILDING RELATIONSHIPS OF INCLUSION AND DIVERSITY  \nTonya Callaghan, University of Calgary,  \nand Robert C. Mizzi, University of Manitoba  \nNever doubt that a small group of thoughtful, committed citizens can change  \nthe world; indeed, it's the only thing that ever has.  \n—Margaret Mead (1901–1978) Anthropologist and Women’s Rights Activist (Institute for Intercultural Studies, 2009)  \nWhat can one education administrator or policy-maker do about homophobia or transphobia directed toward educators in scholastic settings? As editors of this special collection of the Canadian Journal of Educational Administration and Policy, we have opened this introductory essay with the words of Margaret Mead in order to underscore an important message contained in all of the essays ofthis collection: education administrators and policymakers are paramount to creating learning environments that are respectful of sexual and gender diversity for all staff and students. This holds true for a variety of educational settings ranging from publicly-funded Catholic and non-Catholic kindergarten to Grade 12 schools (K–12) to higher learning settings such as colleges, universities, transnational teaching abroad programs, and adult and community education spaces.  \nEducational policy makers write a series of statements that describe, prescribe, or proscribe a course of action on any given issue in an educational setting. These educational policies are developed at multiple levels of an educational organization, including at the local  \nlevel involving educational administrators. Educational administrators—such as principals, lead teachers, or department heads in the K–12 environment; department chairs, deans, and senior leaders in higher learning settings; and executive directors and educational program leaders of adult and community education centres—ensure that the educational policies are followed, and that decisions are made in accordance with various levels of policy documentation. Educational leaders are responsible for the educational policy and the administrative decisions that directly affect the work conditions and work culture of teachers. Teachers who are vulnerable because of their minority position, such as those who identify as lesbian, gay, bisexual, transgender, or queer (LGBTQ) are especially reliant on educational leaders to develop and implement educational policies and initiatives that are not only respectful of gender and sexual diversity among the teaching staff, but that also acknowledge the tremendous resource that LGBTQ educators bring to the educational setting.  \nFortunately, for those LGBTQ educators teaching in Canada, many educational policy developers and administrators have designed provincial policies that align with Canada’s preeminent policy document, the federal Canadian Charter of Rights and Freedoms (Charter)(1982), specifically Section 15, known as the equality rights provision. The equality rights part of Section 15 reads:  \nEvery individual is equal before and under the law and has the right to the  \nequal protection and equal benefit of the law without discrimination and, in  \nparticular, without discrimination based on race, national or ethnic origin,  \ncolour, religion, sex, age or mental or physical disability. (1982, p.1)  \nIn 1995 sexual orientation was “read in” to the Charter as a prohibited ground of discrimination, and came to be understood as analogous to the types of discrimination originally listed in Section 15, such as age or race (Hurley, 2005) . In addition to this development, most provincial and territorial governments now contain at least “gender,” “sex,” or “gender identity” in their  \nprovincial human rights codes, which are meant to include transgender individuals (TESAonline, 2015). With this policy inclusion in mind, many Canadian forward-thinking educational policymakers began to design educational policy that respects diversity, equity,","cbCaioGP7Xo69lVE","https://ap.wps.com/l/cbCaioGP7Xo69lVE","pdf",337373,"English","# Educational policy and administrative responsibility\n## Inclusion of sexual and gender diversity in learning environments\n# Legal and human-rights frameworks in Canada\n## Charter equality rights and the “read in” of sexual orientation\n## Provincial human rights codes and implementation challenges\n# International legal context and limits of binary interpretations","[{\"question\":\"What role do educational administrators play in creating inclusive learning environments?\",\"answer\":\"They ensure educational policies are followed and that decisions align with policy documentation, directly shaping teacher working conditions and culture. They are especially relied upon to support LGBTQ educators and implement respectful policies.\"},{\"question\":\"How does Canada’s Charter of Rights and Freedoms relate to discrimination protections for LGBTQ people?\",\"answer\":\"Section 15 provides equality before and under the law and protection from discrimination. Sexual orientation was later interpreted as a prohibited ground, and this framework informs provincial policy alignment.\"},{\"question\":\"Why is it not enough to design progressive educational policy without implementation?\",\"answer\":\"The essay distinguishes between developing protective policy and extending it to all affected parties. It stresses the need to ensure policies are actually implemented in practice, where LGBTQ educators still experience discrimination despite legal protections.\"}]","EDUCATIONAL ADMINISTRATION AND QUEER EDUCATORS: BUILDING RELATIONSHIPS OF INCLUSION AND DIVERSITY | PDF"]