- [“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?
- [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?
- [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?
The article “As a Sort of Blanket Term” discusses the main point of queer identity and provides insight into understanding the term queer. The article describes the term queer as an umbrella term. Furthermore, that they describe being queer as meaning different to everyone who identifies with it. When I first understood the term queer, it did not make a ton of sense to me. However, after taking the course EFDN 306, I have been able to further my understanding of all LGBTQ+. Identifying as queer gives the person the opportunity to have an identifier without explaining or justifying their sexual identity.
Queering the curriculum in my future classroom will mean providing a safe environment for my students. In EFDN, we have studied multiple great resources such as LGBTQ+ books, videos, guest speakers, posters etc. Having these resources in my classroom will help disrupt the heteronormative norms we have in the curriculum. As for allyships, in my EFDN class, I have learned that you cannot just start calling yourself an ally. A member of the LGBTQ+ community must appoint you to become an ally. However, that still does not mean you cannot still support the LGBTQ+. I hope to be someone my students can trust and come to when I become a teacher.