What is Actualizing

The 21st-century digital society has brought with it an overflow of information which makes it more urgent than ever to develop critical skills and the ability to think for oneself. The theories of education have stressed this need for long, but the recent, emerging inclusion of LGBTIQ+ people in formal lessons, even if frequently contested by some, may be a timely opportunity for teachers to help their students develop criticality. This chapter delves into all these issues to carry out an argumentative literature review whose aim is to show the potential that the critical inclusion of LGBTIQ+ experiences in education has for the sake of promoting both teachers' and learners' critical thinking skills. This initial understanding of the diversity inherent to sexes, genders, and identities, it is argued, can easily prepare them to transfer such competence to the comprehension of other complex human realities.