Integrating Queerness into Curriculum

When reading an article, book, or advertisement, you will see gender identifying words such as he/she, her/his; you will also see the same in many textbooks and curriculum that are intended to be used in a gender inclusive classroom. In order to address these oppressive materials and ways of teaching, we need to first evaluate our own knowledge, beliefs, thoughts, and actions. Is the way I share information with students inclusive of all genders? Am I unintentionally portraying that I am not an ally to all genders and that I don’t value all of my students? In the document “Deepening the Discussion: Gender and Sexual Diversity,” they discuss our duty to create an inclusive classroom in which all students feel safe, valued, and have the opportunity to thrive (2015). In order to address the problem of homophobic, transphobic, biphobic, and oppression towards queer and trans people it is always helpful to fully understand what this means. By educating ourselves we in turn can properly educate our students. Talking to an elder about two-spirit youth would be a great step for me to take, in creating an inclusive classroom, as this is a subject that I do not have a lot of knowledge on.

By being brave and not staying silent, we can advocate for all of the students in our classrooms and schools. By breaking down your classroom and your teaching materials into small parts it makes creating an inclusive classroom a less daunting task. Are the materials in my classroom and teaching materials reflective of all peoples? Informing the students of your preferred pronouns, and asking them to make you aware of their preferred pronouns, is a good way to show them you are open to and accepting of all gender identities. In “Queering Classrooms, Curricula, and Care: Stories from Those Who Dare”, Karleen Jiménez shares stories from individuals who were treated unjustly because of their gender and made to feel like they didn’t matter (2009). This is something I do not want happening in my classroom. I will stand up for my student’s rights to gender expression and make sure they are treated with equity. Bullying, and oppression will be dealt with appropriately to ensure that students are supported and valued and that the person on the bullying side of the situation learns how to treat others with respect and dignity.

Susanne Luhmann in “Queering/Querying Pedagogy? Or, Pedagogy Is a Pretty Queer Thing” they discuss teachers struggling with properly integrating “queer” into their curriculum (1998). It is to my knowledge and my beliefs that I must help all children to feel comfortable in their learning environment and give the knowledge and skills in order to be successful in life. I need to help students feel valued and safe as I teach them about equity for all peoples. To do this queer needs to be in my teaching practice, just as I must include all cultures, and races in the classroom. I want all of the students to know that who they are matters and that they are valued as a person. No one should have to hide who they are because they are afraid of discrimination.

Jiménez, K. (2009). Queering Classrooms, Curricula, and Care: Stories from Those Who Dare, Sex Education, 9:2, 169-179, DOI: 10.1080/14681810902829638. https://www.tandfonline.com/doi/abs/10.1080/14681810902829638.

Luhmann, S. (1998). Queering/Querying Pedagogy? Or, Pedagogy Is a Pretty Queer Thing. York University. Queer Theory in Education. (pp. 120-132).

Saskatchewan Ministry of Education. (2015). Deepening the Discussion: Gender and Sexual Diversity.