Week Eleven: Being able to Integrate Acceptance of Sexual Identity in the Classroom

[“As a Sort of Blanket Term”: Qualitative Analysis of Queer Sexual Identity Marking]: In what ways is queer sexual identity marking both similar to and distinct from other forms of sexuality marking?

There are similarities and differences between queer sexual identity marking and other forms of sexual identity marking. Queer sexual identity marking can be used as a way to avoid conversation surrounding their sexuality. For example, to ensure that they are accepted or having to explain that this is how they feel. In other words, it is used as a blanket term. In this case it also builds a sense of community with other people who identify as queer. They can be comfortable around each other and not have to worry about the judgement that may arise. Heterosexual identity marking is a way to show people that they are attracted to the opposite gender. They may choose different methods to show this representation in their life, which can be expressed in multiple ways. There is also bisexual identity marking, which is fairly similar to heterosexual identity marking. However, this is also done to clear up any misinterpretation of an individual’s sexual identity to the people that surround them.

[Queering Curriculum Studies]: What does integrating queerness into curriculum studies mean to you? What will it look like, sound like, feel like in your classroom?

This article is important, as further discussions need to be incorporated into the classroom. Everybody needs to be seen as equal and be accepted not only within the school they attend, but should be further extended in the community. For this to occur, it begins at the forefront of education. Educated students in a comfortable environment is crucial and correcting students’ language/behaviour is important to include from a young age. Then in my classroom, I can ensure that it is a welcoming community. I will also be sure to have resources/materials that are suitable for everybody and can be of interest to everyone. This way I am building acceptance within the classroom. This is important to me because I believe that if everyone feels involved and welcomed, then sustainable learning can occur.

[Post-gay, Political, and Pieced Together-Queer Expectations of Straight Allies]: This research suggests that the idea of allyship is not fixed but can vary within a marginalized population, having different meanings for different people. With this in mind, what are teacher implications for allyship?

There are a few implications for allyship to keep in mind as a teacher. First, it is important to create an inclusive classroom, because inclusivity leads to much more. It can lead to acceptance, trust, build relationships, and provides a sense of community for the student. This is essential, and incorporating inclusive activities within the class only will lead to a positive outcome. It can also lead to a more inclusive community. This however is definitely easier said than done. Recognizing that this can be a challenge because of the different backgrounds that many of the students come from. Although this is a difficult challenge to undertake, it is absolutely possible and necessary at the rate of society changing. Making these small positive changes will set a good example for the students as they move forward in their life.

Amber Smith