From Teacher to Learner: Lessons from LGBTQ+ Resilience in Madagascar
Edgar Rodriguez is a Rose Service Learning Fellow and a Master of Public Health candidate in Health and Social Behavior.
My journey with Madagascar began in 2016 as a Peace Corps Volunteer teaching English in a rural community in the central highlands. Over three years, I became deeply attached to the people who welcomed me into their homes and shared their rice despite pervasive poverty. When I started studying at Harvard Chan, I turned my focus to health issues in Madagascar, particularly HIV. While the virus was initially perceived as distant due to the island’s isolation, recent research revealed alarming trends: a lack of public knowledge about HIV prevention and a surge in general population cases. Marginalized communities, including men who have sex with men, people who inject drugs, and sex workers, were at heightened risk, compounded by the stigma faced by the LGBTQ+ community. This solicited my action.
I proposed a project to co-create a sexual health curriculum tailored to the needs of Madagascar’s LGBTQ+ community. Through local contacts, I connected with QueerPlace MDG, a grassroots CSO operating out of a member’s apartment in Antananarivo. Despite limited resources, they were collecting data on social stigma and hosting community-building workshops. Their dedication impressed me, and we quickly collaborated on the project.
During my month-long visit, I worked with Rany Ramananantoanina Andrianiaina, a 23-year-old university student and advocate, to develop a five-module curriculum. Rany’s insights were invaluable, ensuring the curriculum reflected the community’s voice. We bonded over shared queer experiences, but also delved into the unique challenges faced by LGBTQ+ individuals in Madagascar, such as discriminatory laws. For example, same-sex acts with individuals under 21 are punishable by prison sentences and hefty fines, stifling the exploration of sexuality among LGBTQ+ youth. This legal oppression isolates and stigmatizes them, making it crucial to address these barriers in our work.
To empower the community, we incorporated Madagascar’s history into the curriculum, highlighting pre-colonial non-binary identities like the Sarimbavy and Sekatra, who were erased through colonial assimilation. By reclaiming this history, we aimed to counter the narrative that LGBTQ+ identities are a “foreign import” and provide a sense of pride and belonging for future generations.
Originally, the project focused on creating the curriculum, but it evolved to include a participatory workshop. This allowed LGBTQ+ community members and organizations to experience parts of the curriculum and provide feedback, ensuring the final product truly reflected their needs. The project’s timeline extended to align with a pride celebration in April, where the curriculum will be launched online for broader use.
Reflecting on my time in Madagascar, I see a cyclical exchange of roles—teacher and learner. In 2016, I taught English but learned resilience, humility, and courage from my students and the community. I hid my queer identity then, fearing ostracization, but their generosity and openness left a lasting impact. Returning in January 2025, I came not as a teacher but as a learner, guided by Rany and the LGBTQ+ community. They shared their stories of survival and dreams of liberation, teaching me about resilience in the face of systemic erasure and the power of reclaiming history to shape the future.
This role reversal deepened my understanding of service. It’s not about having all the answers but about listening, learning, and amplifying silenced voices. The dichotomy of teacher and learner is not binary but a continuum of giving and receiving that enriches both sides. Moving forward, I carry the lessons of both roles—the courage to teach authentically and the humility to learn with an open heart. In this balance, I am stepping out of the closet not just as a queer man but as a whole person, unafraid to embrace my identity and the transformative power of community.
