In 1980, sex education in BC was as straightforward of an issue as it could be, devoid of the intense controversies that would be to come. This simplicity was not due to universal agreement on matters of sex education but rather a reflection of a narrower public discourse on sexual orientation and gender identity. Sex education at the time was focused mainly on biological aspects of reproduction, marginally touching on sexual health and safety. It did not dive deeper into the complexities of gender and sexual diversity. Today sex education in B.C has changed dramatically, with modern sex education curricula encompassing a wider range of topics. SOGI, an acronym for Sexual Orientation and Gender Identity, is a framework used in educational and policy contexts to address and promote understanding of a diverse range of sexual orientations and gender identities. It is far more inclusive than previous curriculums and ultimately aims to foster acceptance. However this framework is not without critics, with them often claiming that the introduction of SOGI into educational settings imposes certain values on students, which may conflict with those held by their families. This has led to heated debates and has made sex education a contentious issue in many communities across British Columbia. Politics and education have a contentious relationship as politics are inevitably bound to influence education due to the inherent nature of educational content as a reflection of societal values and priorities. Educational policies and curricula are not created in a vacuum; they are deeply embedded in the political climate and are often used as instruments for social change. In this way, SOGI serves as a litmus test for how our society feels about political issues such as the advancement of LBGTQ+ rights and inclusivity. We can see this through the various protests and demonstrations surrounding its inclusion in the curriculum. Sex education is not the only way in which education has become a battleground, with issues concerning racial education and even the pandemic becoming key targets. We can see this politicization occur in other places in the world, especially in the U.S.A, which can serve as a mirror in many key ways to the issues experienced in B.C.
As such, the history of sex education in BC serves as a microcosm of the dynamic interplay between education, societal values, and political discourse, highlighting the ever-evolving nature of public debate on what constitutes appropriate education in a diverse society.

The politicization of societal issues feels like a natural progression, we see it happen with everything. As interests conflict and values diverge, politics becomes the arena where these differences are negotiated and contested. However, when education and curriculums become the battlefields, the stakes are especially high. Not only because of the effects on students and teachers but also because of the broader societal impacts. Populism is the mechanism through which these educational battles often play out, drawing clear lines in the sand of who “us” and “them” are. Understanding populism lets us see how politicians are a key actor in the politicization of education (EstellĂ©s and CastellvĂ­, 2020).Politicians in B.C. have made SOGI a key talking point, whether they are for or against (Culbert, 2018). The leader of the Conservative Party of B.C. made a social media post comparing the inclusion of SOGI in the curriculum to the indoctrination and erasure faced by indigenous students in residential schools (Kretzel, 2023). This comparison is born out of a populist strategy, utilizing emotionally charged rhetoric to polarize and mobilize specific voter bases. The use of historical trauma and fear adds heightened stakes and makes the issue a matter of cultural survival and integrity, thus transforming an educational policy into a perceived existential threat. This method is effective in framing the debate as a crucial battle for the nation’s moral and cultural future, compelling voters to choose sides based on deep-seated values and fears, rather than a nuanced understanding of the educational content or the curriculum itself (EstellĂ©s and CastellvĂ­, 2020). The outcome of the discourse falling prey to populist tendencies is the killing of discussion in favour of emotional and divisive rhetoric. Chilliwack B.C. school trustee Barry Neufeld serves as an example of a person in power pushing extreme rhetoric about SOGI, for which he had to later apologize (Judd and Lazatin, 2020). This one board member was able to cause protests and demonstrations which speaks to the power of the policies in public discourse. Protests about the inclusion of LGBTQ policies and counter protests defending it’s inclusion have been seen all over Canada and internationally (CBC News, 2023). Showing the divide and debate play out in public spaces, media, and school board meetings. While SOGI is undoubtedly an important issue, it is due to its politicization that it receives such disproportionate attention compared to other issues. Issues such as “classrooms that lack resources and materials, short-changed student transportation, not enough specialist teachers for students with special needs” can be eclipsed by more politically charged topics such as SOGI (Rozworski, 2018). This is simply a feature of politicization as it amplifies the issue through creating or fostering a heated discussion.

Teachers and educators have the unenviable job of sorting through all the political, social, and cultural noise to deliver an education that is both inclusive and respectful of diverse viewpoints. They must also deal with the implementation of policies and frameworks such as SOGI that carry controversy into the classroom as a result of all the political attention. The pressure of having to navigate the politics of the curriculum and the pressure from parents is a significant stressor for educators. According to a U.S survey conducted by the RAND corporation around “48 percent of principals and 40 percent of teachers reported that the intrusion of political issues and opinions into their professions was a job-related stressor” (Woo et al, 2022). This was in relation to the politicization of the pandemic and racial education, which occupy a similar level of discussion and importance as SOGI and other sexual education initiatives. Teachers are not only implementing the curriculum but they must also enforce the idea of inclusivity in their classrooms. Educators find themselves at the front line for a battle in which they have little say, often caught between enforcing policies mandated by educational authorities and managing the expectations and beliefs of students’ families.

Students are the group that is affected most by the discussions around SOGI yet have the least valued voice in the matter. SOGI was designed to help create safer and more inclusive school environments that respect and recognize diverse sexual orientations and gender identities, mainly for the benefit of students who otherwise get no support from their communities. For those students the politicization of a topic that directly affects them is deeply troubling and potentially harmful. Their lived realities become simply a talking point to be glossed over in debates concerning their identities. In B.C. “19% of high school students identify as gay, lesbian, bisexual or not exclusively heterosexual” and were significantly more likely than heterosexual students to attempt self harm or suicide (B.C. Gov, 2017). This statistic serves to highlight the vulnerable position of LGBTQ+ students and the need for support and care from their communities. The debates around SOGI not only affect their educational experience but also their overall well-being and safety. For other students the politicization of SOGI can be impactful but in differing ways. Each student comes to school with a diversity of beliefs, which can be greatly influenced by their home life and parent’s political beliefs. The result of this is that highly politicized policies such as SOGI become a topic for students to either rally behind or against, causing (or revealing openly) divides amongst students. In this way, the politicization of SOGI poisons its effectiveness at the goal of inclusivity and gender . With no formal way for students to have their voices and concerns heard, they remain the group with the least amount of say in their very own education.

Although the situation may seem hopeless, there are actions that can mitigate the effects of the politicization on education but many are easier said than done. Educating educators on how to communicate and handle differing opinions would help when it comes to discussion with parents, students and staff surrounding controversial topics (Woo et al, 2022). Especially when it comes to topics like SOGI, where emotions and personal values can intensify discussions. Due to the sensationalized version of the SOGI curriculum that parents may be reading online, clear communication by the school boards and educators as to what the framework entails is crucial. This approach can help mitigate misunderstandings and reduce the sensationalism often found in social media or partisan news outlets. Although the problem is effectively spreading this amidst the sensationalized versions which are much more shareable and spark more outrage. The building of a better relationship between schools and their communities would go a long way towards creating a sense of common goals and purpose between the educators and parents which would mitigate much of the tension found between the groups when the issue is politicized. This of course requires time, and resources which are hard to find given the state of the education system. But this is precisely the problem that politicization causes within B.C’s education system.

Education is a particularly tricky battlefield for politics because it significantly influences the next generation’s ideas, culture, and values. This complexity is compounded by the nature of politicization, which often frames the debate as a moral and noble fight. This framing makes it challenging to persuade someone to disengage from fighting for what they believe is right, even if their beliefs may not be grounded in reality. Education is particularly seen as vital due to its power over future generations, and also because children are strong political symbols. Ensuring that education remains a tool for the good of the society rather than a mechanism for political manipulation requires constant vigilance and active engagement from all stakeholders involved — educators, parents, policymakers, and the students themselves. Unfortunately many of these actors have underrepresented voices, namely educators and students. In order to get past the challenges that face initiatives such as SOGI the impacts of politicization need to be actively mitigated. This is easier said than done but key steps such as improving communication, decreasing sensationalism and an emphasis on the shared goal of improving education are ideals to strive for. The reality is that as long as classrooms are political battlefields then education will suffer as a result. Students, teachers, parents, politicians and society are the key actors whose actions will determine the future of how politics interacts and influences both education and the greater conversation around education. B.C. education and its experience with the politicization of SOGI serves as both an example and reflection of the struggles between political actors and education systems around the world (EstellĂ©s and CastellvĂ­, 2020). The challenges posed by the politicization of education, while significant, give us a chance to look at what the purpose of education should be and how actors such as parents and politicians interact with it. B.C. education is in a defining moment when it comes to dealing with politicization, the way that they respond will set the stage for the relationship between education and politics for decades to come.

Image Credits: https://www.npr.org/2022/12/01/1139685828/schools-democracy-misinformation-purple-state

Culbert, Linda. 2018. “Election 2018: SOGI, portables among top issues for would-be school trustees.” Vancouver Sun. https://vancouversun.com/news/politics/election-2018-sogi-portables-among-top-issues-for-would-be-school-trustees.

EstellĂ©s, Marta, and Jordi CastellvĂ­. 2020. “The Educational Implications of Populism, Emotions and Digital Hate Speech: A Dialogue with Scholars from Canada, Chile, Spain, the UK, and the US.” Sustainability 12, no. 15: 6034. https://doi.org/10.3390/su12156034.

Government of British Columbia. 2017. “Sexual Orientation and Gender Identity (SOGI) in Schools.” https://news.gov.bc.ca/factsheets/sexual-orientation-and-gender-identity-sogi-in-schools.

Judd, Amy, and Emily Lazatin. 2020. “Chilliwack school trustee Barry Neufeld wins community hero award.” Global News. https://globalnews.ca/news/7466069/chilliwack-school-trustee-barry-neufeld-community-hero-award/.

Pew Research Center. 2024. “Race and LGBTQ Issues in K-12 Schools.” https://www.pewresearch.org/social-trends/2024/02/22/race-and-lgbtq-issues-in-k-12-schools/.

Woo, Ashley, and Rebecca L. Wolfe, Elizabeth D. Steiner, Sy Doan, Rebecca Ann Lawrence, Lisa Berdie, Lucas Greer, Allyson D. Gittens, Heather L. Schwartz. 2022. “Teachers’ Perspectives on How Political Polarization Affects Schools and How Schools Can Respond.” https://www.rand.org/content/dam/rand/pubs/research_reports/RRA1100/RRA1108-5/RAND_RRA1108-5.pdf.

Kretzel, Lasia. 2021. “Comparing residential schools to schools now.” Global News. https://globalnews.ca/news/10000417/bc-conservative-parental-rights-residential-schools/.

CBC News. 2023. “Rallies across Canada target gender identity lessons in schools.” CBC News. https://www.cbc.ca/news/canada/rallies-gender-schools-1.6972606.