Evolution of understanding: Curriculum and Pedagogy
Realizing how much education has changed over the years
Acknowledging and celebrating positive change and growth
Being a forward-thinker and anticipating and propelling movements for socially justice oriented social change
My approach to curriculum and pedagogy
Indigenous Education and Indigenous Pedagogy
Nature Based Curriculum
Social Justice Oriented Education Approach
Space for growth and evolution in my own processes
So much more to learn about queer pedagogy. This is an area where I would like to grow and develop more as an educator. Spending time reviewing the latest research and blogs, as well as sitting down with a Judith Butler book (or two) are on my focus list.
Analyzing curriculum documents is hard work! It takes time, focus, concentration and tenacity! It can be dry – it can be confusing – it can feel overwhelming. It requires dedication and grit! And yet there is so much in depth understanding that comes as a result!
Developing more compassion for perspectives different than my own. Especially ones that are less than compassionate towards social justice or that do not see the depths of struggles of other marginalized groups of people.
Learning Theorists
We were introduced to all kinds of amazing education theorists. Here were some of my favourites:
Pride 2015 – Me and my three kids walking at the annual Pride Parade in Whitehorse, Yukon. My twins were just babies (one slept on the back, and one slept on the front) but I still believe it is important to teach them about diversity at this young age and to start having these conversations young.
Learning about and implementing Queer Pedagogy is a necessary part of Education work.
For our class learning process, we read several articles. We also had some really important discussions.
Our class asked: “At what age should we start teaching about using pronouns?”
The class had various thoughts about this. “The sooner in life the better.” “We learn pronouns so early in life.” “We should introduce them in later elementary years.”
It occurred to me that these concepts are not clear-cut to teach. They can be controversial, messy, complicated. Something that should not be hard somehow becomes so hard. Ultimately, this is just a quest to help people feel seen, heard, loved – and that comes from a place of such pure motivation. I ask myself “why does it have to be this hard?” “Why do these conversations have to be so difficult?”
But this is how life is. Not always simple. Not always straightforward, or clear-cut. Learn to embrace the complex. Learn how to love it if you are going to be successful in helping others to rise up.
One of the teaching moments that stood out to me, was the realization that both current and future educators may truly wish to have open discussions but struggle to know how. This fear can contribute to more silence.
Our ECS 203 teacher Corey said, “Better to take a chance and have a conversation than saying nothing at all.”
This statement hit me – I realized that as a future educator, I feel afraid to speak out of fear of misstepping or saying the wrong thing because I know how sensitive of a topic it can be. At the same time, I know how important it is for these discussions to be had. I want to create a warm, encouraging, open space for my students. Corey’s encouragement made me think about wanting to take more risks – and that perhaps having what I call stumbly, imperfect conversations.
At the same time, becoming increasingly educated, reading current articles and research related to the 2LSGBTQ experience will give me the background knowledge and confidence I need to move forward as an educator.
Additionally, on a more personal level, we may have our own work cut out for us – in our reflections and understandings of our own sexuality – sexual gender, identity, and expression. Our own uncomfortable feelings may be brought up. We may find this painful, difficult. As educators, we need to make sure we can access the support we need to do our personal work. The more clear we are – and the more healthy and balanced we feel inside – the more we will have to give others.
Resource:
A Document I learned about was published by the Saskatchewan Ministry of Education in 2015.
It asks the question: Why do we need to understand gender and sexual diversity in schools and communities? It emphasizes size key categories.
Student Safety
School Culture
Student Physical and Emotional Health
Student Engagement and Academic Success
Diversity and Equity
And the intention for all students is to develop:
-a strong, positive sense of identity – caring disposition -respect for human and biological diversity -a commitment to the well-being of others -a desire to engage in social action for the common good
2014 – I am proud of the rainbow flag tattoo on the back of my neck. For me, it symbolizes pride, freedom, faith, and strength.
