Abstract

In 2005, the Canadian government enacted the Civil Marriages Act permitting same-sex couples to marry. This was the latest in a series of progressive legal moves to acknowledge, recognize and legitimize diverse sexualities, thus ensuring full citizenship rights for all Canadians and the fostering of tolerance and acceptance of non-heterosexuals in the wider society. However, these legal moves did not translate into increased visibility within school curriculum documents. A study of eight secondary school history, civics, politics and law curriculum documents in the Province of Ontario illustrates that topics related sexual diversity are largely excluded and there is nothing to suggest teachers are to encourage tolerance and acceptance of sexual minorities. Drawing on various multicultural, gender and queer theorists, it is proposed that all students need to see diverse models of “being” in their school curricula. Further, for non-heterosexual students a healthy sense of self as well as a strong national identity requires a deep sense of belonging, a belief that you’re membership within the citizenry is acknowledged and respected. Suggestions are offered as Ontario begins a new round of curricular revisions.