Gender Based Analysis (GBA) Plus and Intersectionality

LINC classes, whether they are online or in-person, are highly diverse in gender, sexuality, ethnicity, race, faith, age, disability and economic status. A LINC class should be an inclusive, safe environment for all, and it should also prepare learners to understand equity, diversity and inclusion in the Canadian context.

Gender-Based Analysis Plus (GBA Plus) is an analytical tool adopted by the Government of Canada to support the development of inclusive processes, policies and programs. Awareness of this tool and how it is used by government and government-funded programs can help you apply a gender- and diversity-sensitive approach in your teaching.

Using GBA Plus helps us recognize that both biological sex and gender identity can impact a person’s learning experience, including their relationship with the content, their response to teaching techniques and the physical environment, and their interaction with language instructors and classmates.

When applied to adult learning environments, GBA Plus ensures that educational opportunities are inclusive, equitable and responsive to the diverse needs of learners by considering:

• the diversity of learners’ identities
• ways in which the learning process can meet the diverse needs and experiences of learners
• ways in which barriers to learning can be mitigated

GBA Plus recognizes that some people, including women and gender-diverse people, have historically and systemically faced discrimination and gender-based violence (GBV). According to the Government of Canada, women still face discrimination in Canada and “significant equality gaps remain”. GBA Plus benefits people of all genders, including those who routinely face discrimination and those who do not, and “can improve the situations of women, men and gender diverse people” (Government of Canada, 2023).

We all have multiple identity factors that intersect to make us who we are. This is called intersectionality. The “plus” in GBA Plus acknowledges that GBA goes beyond sex and gender to include factors such as age, disability, education, ethnicity, economic status, geography (including rurality), language, race, religion and sexual orientation (Government of Canada, 2023). Depending on the initiative being analyzed, sex and gender may or may not be the entry point for GBA Plus, but must always be included in the analysis.

By applying GBA Plus, a LINC Instructor can move toward the advancement of equity and help reduce disparities between individuals and groups. Here are some examples of how GBA plus can be applied:

• Examine and challenge our own assumptions about an issue or a group of people.
• Conduct periodic assessments on how people of all genders and different backgrounds respond to the learning process.
• Ensure learning materials reflect diverse perspectives, experiences, contributions and representations of individuals of all genders and diverse identities.
• Include examples, representations, case studies, and learning activities that challenge gender, cultural, disability, age, religious and ethnic stereotypes.
• Consider whether any learners are potentially at a disadvantage because of the design of the learning space. Use Universal Design for Learning (UDL) principles to support learners.
• Model inclusive and respectful behavior. Have classroom guidelines for respectful relationships (translated where needed) and discuss them periodically with learners. Establish agreements on how discriminatory and biased behavior will be addressed.
• Ensure that your language is non-gendered, unbiased and inclusive:
• avoid using the masculine form as default: choose staffed instead of manned, people or humanity instead of mankind, police officer instead of policeman and so on
• avoid using binary language such as men and women: choose people or people of all genders
• respect people’s chosen pronouns
• Encourage collaborative learning and peer support networks that promote intercultural understanding and empathy.
• Invite students to share information from their countries about government or community efforts to build gender equity and equality, and advance towards an inclusive society for all.
• Learn about community resources and organizations that address specific needs and barriers faced by learners of different genders and backgrounds.
• Explicitly teach gender- and diversity-sensitive topics at an appropriate level:
  • teach about human rights: gender equality is included in the Charter of Rights and Freedoms
  • make learners aware of ongoing challenges in gender equality in Canada
  • teach about laws around intimate partner violence and gender-based violence (GBV)

Topics around gender, sex, sexual orientation and other diversity factors are sensitive to some learners and discussing them openly can make them feel uncomfortable. Learners may notice a shift in gender roles and expectations in Canada; for some this will be a welcome change but for others it can be challenging. Address concerns with sensitivity but continue to implement a gender- and diversity-sensitive approach to create a learning environment that is inclusive and safer for people of all genders.

Some learners might experience racism, ethnocentrism or feel they are a minority group for the first time, especially if they were previously part of the mainstream society. Addressing various sources of discrimination can help people understand how oppressive and discriminatory beliefs, attitudes and behaviours are unfair and impact people.

At Stage II, learners will be able to engage more with concepts of GBA Plus and how it is used in Canada, including implications for diversity and acceptance in Canadian workplaces, responsibilities for employers and employees, and access to government programs for different equity-deserving groups.