Beyond the binary: Queer and trans activism in Ontario French as second language (FSL) classrooms

Authors

• Robert Grant, The University of OttawaFollow
• Elm AllisterFollow

Author ORCID Identifier

0009-0005-8234-1072

Abstract

Drawing from data from a larger doctoral study, this “from the field” report showcases the activist and pedagogical practices of two queer and trans/nonbinary French as a second language (FSL) teachers in Ontario, Canada. Through detailed accounts from elementary and secondary FSL classrooms, we demonstrate activism through empowering (using students’ pronouns and bringing in multiple identities in pedagogical resources), disrupting (challenging assumptions about "normal" identities and families), and resisting (parents' and stakeholders' homophobic and transphobic rhetoric). Our experiences reveal that proactive, consistent integration of 2SLGBTQIA+ representation throughout the classroom discourse minimizes student resistance, particularly in elementary settings where children readily embrace inclusive language. Despite operating within contradictory conditions – i.e., those of "parental rights" opposition and Ontarian “indoctrinating” rhetoric – we illustrate ways our activist efforts counter resistance from educational stakeholders. This report offers practical strategies for FSL teachers seeking to transform classroom spaces into sites of linguistic activism that authentically represent diverse identities.

Methodological Approach

Qualitative

DOI

https://doi.org/10.60808/j1bs-ty63

Creative Commons License

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

Recommended Citation

Grant, R., & Allister, E. (2026). Beyond the binary: Queer and trans activism in Ontario French as second language (FSL) classrooms. Journal of Queer and Trans Studies in Education, 3(2). https://doi.org/10.60808/j1bs-ty63

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