Amplifying Voices: Disability Justice and the Future of Sexuality Education in Ontario
This article engages with disability justice principles (Sins Invalid, 2015, 2016) as a framework for reconceptualizing school-based comprehensive sexuality education. Through the perspectives of disabled childhood studies and disability studies in education, this article advocates for inclusive and affirming practices and tenets that can guide professional pedagogies and curricular development within and beyond Ontario K-12 schools to cultivate school climates that honour and affirm the identities, experiences, and genders and sexualities of disabled learners. This article provides specific practice-based recommendations through the frame of disability justice principles for professionals and educators in schools.
Authors
- Shoshanah Jacobs (ORCID: https://orcid.org/0000-0002-2103-3739)
- Chelsea Jones
- Adam Davies (ORCID: https://orcid.org/0000-0002-9169-4997)
- Kathleen Clarke (ORCID: https://orcid.org/0000-0002-1505-1308)
- Cameron Greensmith (ORCID: https://orcid.org/0000-0002-8308-9842)
- Malissa Bryan
- Samantha O’Leary (ORCID: https://orcid.org/0009-0008-4327-7989)
- Justin Brass (ORCID: https://orcid.org/0000-0001-6577-6465)
- Victoria Martins Mendonca
- Orion Neustifter
- Katrina Esteireiro
- John Beaton
Institutions
- Kennesaw State University (US)
- Simon Fraser University (CA)
- Brock University (CA)
- York University (CA)
- Queen's University (CA)
- Wilfrid Laurier University (CA)
- University of Guelph (CA)
Publication Details
- Journal
- Canadian Journal of Disability Studies
- Published
- 2025-05-05
- DOI
- https://doi.org/10.15353/cjds.v14i1.1211
- Primary Topic
- Disability Rights and Representation
- Type
- article
- Field-Weighted Citation Impact
- 0.00