Why Keep the LGBTQIA+ Acronym Together – "Wouldn't It Just Be Best to Split the Acronym?"

Authors

• Kim Andreassen, Curtin UniversityFollow
• Bri McKenzie, Curtin UniversityFollow
• Julian Chen, Curtin UniversityFollow
• Wendy Cumming-Potvin, Murdoch UniversityFollow

Author ORCID Identifier

0000-0002-1767-3813

Abstract

Drawing on the authors' reflections after hosting a community launch event that shared outcomes from research about LGBTQIA+ inclusion in K-12 education in Western Australia, this report examines the importance of keeping the LGBTQIA+ acronym together, emphasizing its role in promoting inclusion, intersectionality, and equitable education. Global legislative actions targeting gender-diverse and queer youth, such as recent restrictive laws in the United States, threaten the fundamental right to education and undermine efforts toward achieving the United Nations' Sustainable Development Goal 4 of quality education for all. Utilizing relevant education literature, researchers' reflections and introspective questions, this report stressed the interconnectedness of gender, sexuality, and other social identities, arguing that splitting the LGBTQIA+ acronym when doing educational advocacy risks perpetuating exclusion.

Methodological Approach

Theoretical or Conceptual

DOI

https://doi.org/10.60808/smjz-yg88

Creative Commons License

This work is licensed under a Creative Commons Attribution-NonCommercial-No Derivative Works 4.0 International License.

Recommended Citation

Andreassen, K., McKenzie, B., Chen, J., & Cumming-Potvin, W. (2026). Why Keep the LGBTQIA+ Acronym Together – "Wouldn't It Just Be Best to Split the Acronym?". Journal of Queer and Trans Studies in Education, 3(2). https://doi.org/10.60808/smjz-yg88

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