The Umbrella Term Queer

November 29, 2021 4 By Emily Hanson

In the article “As a Sort of Blanket Term” they talk about the concept of queer sexual idenity and how it marks both similar to and distinct from other forms of sexuality marking. How it marks this concept is by with queer sexual idenity is seen as a board umbrall term that “the term queer as a sexual identity label may hold different meanings for individuals who adopt it” (Z. M. Kolker, p.1338). This is similar to other sexuality marking terms for every term is different for the person who adopts it, along with people who identity as queer can have different sexuality markings in that board umbrall term. It is important for people in society to have a bigger umbrella term for them that may not always fit into a box that is another term. With the word queer being so open gives people the chance to explore and express who they are without having to put a label on them. This gives less pressure on the person and less of a need of feeling that they have to check off all the boxes in a box or not claim any identity and just be them. 

To tie along with the “As a Sort of Blanket Term” article, the “Queering Curriculum Studies” brings awareness to integrating queerness into the curriculum. What this looks like to me is by having symbols around the room that symbolize that one is free to express who they are in a safe place. By just bringing these symbols into my classroom I hope to accomplish an environment where students feel safe and that they can come up to me and talk to me about anything that is going on. Also by just by being open and the topic of the word queer, along wiht introducing other sexuailty identities creates awerness about the topic along with bringing up how this is total normal and okay. By making sure the students know that my classroom is a safe place and I will accept no bullying against the students who identify in any way, I have already established the tone in my room about the subject. 

In the article “Post-gay, Political, and Pieced Together- Queer Expectations of Straight Allies” it suggest this idea of allyship. I think creating this trust of allyship as a teacher with your students is one of the most important things one can do as a teacher. How a teacher can implicate allyship is by making sure they are not making assumptions about what the person needs but rather by asking them and then doing what they can to achieve what the person needs. “Allies’ behaviors and accounts tended to make certain assumptions about how they should act and what role they should take in social movements” (TehQuin D. Forbes 1 and Koji Ueno, p. 160). A lot of the time people just want to help in any way they can so they make assumptions about what is right. However the person who is making assumptions is not the person who needs the ally so they do not really know what is being needed. By just making assumptions can sometimes make things worse so that is why it is better just to ask and instead of just do. 

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