Blog #10:
To address the ways in which the systems that we teach our curriculum in are intrinsically homophobic, transphobic, biphobic, and oppressive towards queer and trans people, educators must focus on three things: the past, the present, and the future.
For educators to truly uncover and understand the oppressive foundations on which Saskatchewan’s curriculum was built, teachers must first explore the root causes and contexts of Western queer and transgender discrimination. Homophobic and transphobic arguments are centered around cultural belief, not scientific evidence – as seen through the highly honoured Two Spirit identities in certain Indigenous cultures and Hijras in South Asia (Saskatchewan Ministry of Education, 2015). Therefore, it is crucial that educators investigate the initial sources of these cultural biases to better understand and identify the prevalence of heteronormativity both in society and in our curriculum.
In the present day, it is crucial to integrate inclusive, identity-affirming 2SLGBTQA+ language, topics, and content into the classroom for the well-being of all learners. The language and attitudes of teachers delivering the curriculum “either contest or reinforce the notion of legitimate identities within mainstream society and directly affect grades and self-esteem of [2SLGBTQA+] marginalized populations” (James, 2019). To better support students, it is essential for educators to learn 2SLGBTQA+ content, undergo proper teacher training, frequently update modern resources, and actively work towards being an ally (Lau, 2019).
Our students are the future we are educating toward. If the goal is to create systems where students are engaged, enthusiastic, and motivated, then we need to build education environments that are safe, welcoming, and comforting for all. That being said, the goal of the classroom being an enjoyable environment cannot be met if student identities are neglected or looked down upon. Therefore, it is our responsibility as educators to create frameworks, content, and pedagogies that are intertwined with 2SLGBTQA+ inclusivity.
Sources
- James, K. (2019). Mapping sexual orientation and gender identity (SOGI) inclusion through curriculum and practice in a Canadian teacher education program.
- Lau, M. (2019). LGBTQ families speak out: Four ways schools can create safer, more welcoming learning environments for our children.
- Saskatchewan Ministry of Education. (2015). Deepening the discussion: Gender and sexual diversity.
2 Comments
Tyler Carlson
Hey Emma!
I appreciate how you touched base about Two Spirited individuals within Indigenous communities when discussing the importance of recognizing 2SLGBTQA+ in the education system. It seems as though historically this kind of representation is left out of the conversations when we think of what it means to be inclusive of LGBTQA+ identities, and I appreciate you adding this representation of Two Spirited people into the discussion.
Mya Helgason
Hi Emma, I really enjoyed reading your blog post! It is very well written. This is such a great perspective. In my blog post, I just talked about how breaking down this institutionalized injustices begins with the education in our classrooms…but after reading your post, I should have also talked about the past and the future! Great points, Emma. Thanks for sharing.