The Umbrella Term Queer
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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Hi Emily, I found this week’s reading really interesting and it looks as though you did as well! I agree with your second paragraph idea where you wrote that having symbols in the classroom is important and that overall the objective is to make all learners feel safe and accepted. Sometimes I feel like the issues we cover in this class are a bit beyond my pay grade, but if I can do my part by making everyone feel accepted and respected I suppose I’m doing my job. I guess it’s maybe my personal ignorance, but a lot of the issues we’ve covered in this class have been the first in-depth looks in which I’ve ever really had to consider the subjects. Interesting nonetheless!
Hi Emily! Thanks so much for this great post about queering the curriculum. I love that you mention that queer is an umbrella term that individuals can use for a chance to explore and express themselves without having to put a specific label on their sexual identity. I would also say that it is a way for individuals in the LGBTQ+ community to keep themselves safe in situations where they aren’t sure if those around them are genuinely accepting. We know that people in this community are often targets of violence, especially trans individuals, so it can also be used as a safety blanket in uncertain situations. I completely agree that building a foundation of trust is one of the most important parts of being a teacher! With that trust, our students will feel safe with us and know that they are able to tell us absolutely anything. It all starts with the environment we create in the first couple of weeks of classes.
Hey Emily, I really enjoyed your post and I found it very well written with substantial information to back up your understanding. I specifically liked how you thought to incorporate queerness into the curriculum, instead of just bringing symbols into the classroom, you mentioned about being open and inclusive and introducing the topics and bringing awareness. I find that this shows your students you are more open to them instead of just showing them that you hang a pride flag in your classroom to show that your not against it. Good read, thank you!
When reading through the blog post, I reached many of the similar points that you have discussed. When looking into allyship as a teacher and educator there is the need to develop a sense of normalcy and allyship. Showing students that this is not being done to check a box or is a trend in the classroom, but a promise and commitment to be supportive always. In the classroom also means ensuring that community is just as inclusive, to develop that sense of comfort means making sure of behavioral management for those peers who don’t want to be supportive.