For a complex topic such as this, with multiple approaches as well as interpretations, it is only fair that a longer discussion is warranted to take the proper time to unpack this topic.
To begin, it is important to understand that Queer students, educators, and parents will face immense challenges compared to their heterosexual and cisgender counterparts. Queerness is not represented in many cultural facets, and for a long time has been promoted as ‘taboo’. Queerness is not taboo and is entirely natural and healthy. Heterosexuality and being Cisgender are also natural and healthy, but have been promoted as the norm, which intentionally ostracizes those do not identify or conform to the created narrative of acceptability. Because anything other than being cisgender and heterosexual was promoted like this, anti-queer sentiments are all too common in our institutions, especially education. Queer students feel as though they are outsiders and are not allowed to share who they actually are with others, which is severely damaging to social development, self-acceptance, self-determination, and positive self-esteem/image. Deepening the Discussion, the source for this information thus far, has entire appendices devoted to how to make schools queer friendly and what type of oppression queer students/adults face daily in education. By including these appendices, educators in Saskatchewan can identify their own oppressive behaviour and in others, as well as understand what they can do to make their classroom a safe space for their queer students. By actively addressing oppressive tendencies and actions, while also finding ways to make the classroom safer and comfortable for all, schools can begin finding other ways in which to incorporate this type of safety and comfort into other aspects of education.
I have tended not to use possessive language in these posts and discussions, but for this section I will. The article Queering Curriculum Studies by Heather Sykes discusses what she has learned about heteronormativity, whiteness, and her beliefs of queerness in the classroom and how her privilege affects it as well. It’s a short piece, but important and filled with information.
So where do I come in with all of this? Well, first of all, I have to say initially that I will never be able to fully comprehend the struggles of someone who is queer, as I am a cisgender, heterosexual, white man who has never experienced true oppression or hatred from others about things that I could not change about myself or things that related to my sexuality, race, or sexual orientation. With all of this being said, I will continue to listen to those who are oppressed and who have been. I believe in respect and equality, and if these two basic things are not met in my classroom, I will make sure things change so that they are. I am also of the belief that someone’s race, sexuality, and sexual orientation will never negatively affect my life or anyone else, so why should I or anyone actively seek to oppress and harm those who are in the minority? I also want my students to be comfortable in the classroom, with their preferred pronouns being used, and the ability to learn from mistakes. Everyone will mess up at some point, so instead of getting angry, a gentle, knowledgeable, and friendly correction is something that I believe will go a long way for many, and myself included. To conclude this portion, I envision my classroom as one where students can be comfortable with themselves and who they truly are, and students are able to make mistakes and learn from them without being judged for it. Queerness is becoming more and more discussed in society, and while I may never understand what a queer person will go through, I want to do my part to make them feel comfortable and safe, as well as educate myself on how to be a better and stronger ally.
I feel as though I have made it clear that I am willing to learn and accommodate for all students, which leads me to my last talking point. I believe educators are required to provide the duty of care for all students, as students from K-12 are developing physically, emotionally, mentally, spiritually, etc. and need as much support as possible to be comfortable with themselves, learn about themselves, and understand themselves. It is an educator’s job to help students learn, and to ensure they are in an environment that is conducive to learning. To create this type of an environment means that educators need to provide the best possible duty of care for their students, rather than suppress ways that they can express themselves.
To conclude this long discussion, the main point to bring away from these topics is simple: treat others with the respect, love, appreciation, patience, and understanding as you would expect to receive from others. Everyone is different, and that should be celebrated, not condemned. Queering the curriculum is about creating a safe, sustainable, non-oppressive learning environment for all, and this should be the priority for all, not just a few.