Artivism across borders: conceptualising transnational sexuality education through a 2SLGBTQ+ history mural

Sexuality education increasingly calls for pedagogical approaches that address gender, sexuality, and diversity beyond text-based instruction and deficit-oriented narratives. In response to this call, this study examines the use of a Canadian 2SLGBTQ+ history mural as artivism in a higher education setting, focusing on international students’ perceptions of the mural. This arts-informed qualitative research project draws on focus group data from 12 international graduate students at a Canadian university. The study explores how this group of students enriched the effectiveness of mural-based instruction and advances understandings of queer history, law, and social change. Participants engaged in reflexive comparisons between Canadian and home-country contexts, challenging assumptions about progress, rights, and queer inclusion while recognising the historical struggles underpinning contemporary gains. The mural, supported by pedagogical facilitation, fostered critical dialogue, emotional engagement, and a sense of possibility for educational and social change. The research findings consist of conceptualising transnational sexuality education that considers learning across time and space, reflexivity and geopolitics, and teaching preparation and practices. Implications for educators seeking inclusive, historically grounded, and globally responsive approaches to sexuality education are discussed.