Invisible Curriculums: The Struggle for Queer Representation in Academia and Media

New Delhi- “We are journalism students. At the basics, we need to be taught about addressing sensitive issues. Language matters. It is very sad that this never gets addressed,” says Himanshi, a journalism student who identifies as queer, when asked if she feels the media curriculum is sensitive enough for queer students. Her response highlights a significant gap in academic programs.

Queer issues are often addressed sporadically in academia, driven largely by students rather than being integrated into a structured institutional framework. Such discussions are usually confined to specific events or groups, rarely finding their way into mainstream academic conversations. As a result, these topics remain marginalized and often go unacknowledged in broader educational discourse.

Sarthak (he/him), a journalism student who is also for the community, points out the gaps in the curriculum. “The syllabus does not cater to the queer community. It is not completely ignorant. One of our papers talked about gender-based reporting, but our professor skimmed through the topic. There are so many underlying issues, but none were explained.”

This reflects a broader issue within the curriculums, where topics related to gender and sexuality are often included superficially, without meaningful engagement or depth. These omissions deny students the opportunity to explore complex issues, especially in fields like journalism, where sensitivity and nuanced understanding are crucial.

Sarthak further shares, “There was never a class dedicated to queer issues or sensational reporting out there. A lot of people in my batch are queer but the syllabus never truly represented us.

The repercussions of this neglect are profound. According to multiple studies by the National Institute of Health, 82% of trans students experience bullying related to their sexual orientation, and 64% feel unsafe due to discriminatory behavior from both peers and staff. Even more troubling, 61% fear reporting these incidents, anticipating backlash instead of support. As a queer student who decided to remain anonymous puts it, “One professor said how being queer is a disease of the mind. I remember being so infuriated but I was so paranoid about speaking up because of my experiences and the lack of a safe space.” Another media student succinctly captures the pervasive anxiety: “There should be active sensitization programmes for both students and faculties. A lot of us are queer but it feels like an underground community.”

Educational institutions are not just places of learning; for many queer students, they are battlegrounds for survival. Systemic bullying and harassment create hostile environments where representation in education becomes a matter of life and death. Addressing these issues demands more than mere administrative acknowledgment. It calls for comprehensive curriculum reform, active faculty training, and robust systemic safeguards to protect students from harm.

Meanwhile, media representation plays an equally critical role in shaping societal attitudes. Positive portrayals of queer individuals can serve as lifelines, offering visibility and normalizing their existence in a society that often marginalizes them. Initiatives like Queerbeat, which publish in-depth stories about LGBTQIA+ individuals, are pivotal in shifting narratives to center queer voices with dignity. 

Inqlusive Newsrooms, launched by The News Minute, Queer Chennai Chronicles, and Queerbeat with support from the Google News Initiative, exemplifies these efforts. By translating a glossary of LGBTQIA+ terms into local Indian languages, the initiative bridges linguistic gaps, fostering respectful and accurate discussions. This phased project equips journalists to report sensitively on queer issues, mitigating harm and misrepresentation.

Organizations like SAATHI are also instrumental in bridging these gaps. They sensitize media professionals to the lived realities of LGBTQIA+ individuals and track the portrayal of queer and transgender persons’ issues across states, identifying common biases and errors. 

Such initiatives are crucial in a media landscape where queer stories are often sensationalized, exposing individuals to heightened risks of violence and harassment.The intersectionality of caste and class adds further complexity to the narrative. Many hijra communities, often from marginalized caste backgrounds, endure the dual burden of caste-based and gendered discrimination. These communities are frequently villainized in public discourse, portrayed as nuisances rather than individuals navigating systemic oppression that forces them into begging or sex work. 

Positive representation in both education and media transcends token acknowledgment—it creates a foundation for understanding and acceptance. In education, inclusive curriculums equip students with the knowledge and sensitivity needed to engage with diverse identities, fostering empathy from a young age. Media, on the other hand, amplifies these narratives, reaching a broader audience and normalizing queer existence in everyday life. Together, they create a feedback loop: education informs ethical media practices, and accurate media portrayals reinforce the importance of inclusive education.

As Himanshi aptly concludes, “At the very least, we should be taught the right language. Rest is too much to expect.” Yet, the journey towards true inclusivity continues, driven by the voices of those who refuse to remain invisible.