Queer Allyship

As stated in “As a Sort of Blanket Term”: Qualitative Analysis of Queer Sexual Identity Marking, “Sexual orientation is a multi-faceted concept that reflects an individual’s personal romantic and sexual interests.”. Throughout the few readings, this has been highlighted and explained in a variety of ways that mark the importance of understanding why queerness is important topic to integrate into the classroom.

One of the important items to realize about identity is queer sexual identity marking. As described in “As a Sort of Blanket Term”: Qualitative Analysis of Queer Sexual Identity Marking, “Sexuality marking serves as a way to assert one’s sexuality to others through language, behavour, aesthetics, and/or other non-verbal cues”.  In terms of heterosexual indivdiuals, they often choose to engage in heterosexual marking in cases where their sexual identity is questioned, challenged, or suggested to be something other than heterosexual. Simply put, this type of marking is done when a person would like to express they are not gay. Another type of sexuality marking is bisexual marking. This is characterized as, “being postured against negative stereotypes of bisexuality as unstable or a phase”, it also is against the idea that bisexual individuals are unable to be in commited partnerships. Before discussing what queer sexual identity marking is, it is important to understand what queer means. Historically, queer meant strange, odd, or suspicious, but this term now is an umbrella term that can be used to describe non-cisgender and non-heterosexual individuals or those that are considered outside traditional gende roles or sexual binaries. Although queer marking has similarities to other types of sexuality marking as it can be used to reference one’s sexual identity, it is a unique term. As stated in the paper, “With queer being a term that has no precise definition, using queer to mark one’s sexual identity does not disclose to others what one’s exact attractions are”. Due to the limited transparency this term gives, it allows for individuals to escape gendered sexual identity labels.

The next paper, Queering Curriculum Studies, the author discusses integrating queerness into curriculum studies. In the paper, Sykes describes this process as “A queering of curriculum studies has to deal with the White heteronormative imaginary that overpopulates curriculum studies and haunts queer stuies”. Important aspects of integrating queerness into curriculum studies is for it to occur as soon as possible, even if there are no “openly queer”  students in the classroom. Doing this would look like having a pride flag openly in the classroom, introducing myself with pronouns, and avoiding grouping students by gender. This would sound like not using gendered terms like “guys” or “boys and girls” in the classroom and replacing it with terms like “everyone”, “grade 10s”, or “scientists. Additionally, it would also sound like stopping students from using discriminatory terms or speaking out about current news (positive or negative) that is about the queer community. Lastly, integrating queerness into my classroom will feel like an inclusive and safe place for students to be their authentic selves. Students will feel safe and able to talk to me about anything that concerns them or relates to themselves.

The last paper, Post-gay, Political, and Pieced Together- Queer Expectations of Straight Allies, discusses how allyship is not a fixed idea within the queer community. The variance of allyship comes from the variety of marginalized groups and the meaning that comes from that. In the paper the authors state that, “the term ‘allies’ refers to members of privileged identity groups who advocate for the rights of marginalized groups”. However, due to the multiple categories that queer indivdiuals fall in, those who are “othered” in additional ways will face more challenges and often expect different actions from their allies. In terms of being a teacher and showing my alliance for students, the paper speaks out on a great point, “Using an intersectional lens is key to examining how a constellation of social identities contributes to why queerness becomes more important to the self-concept for some people, whereas others, it is less so.”. To be an ally as a teacher is being able to understand how each student conceptualizes their queerness. If we fail to understand what the students expect due to their conceptualizations, we may be viewed as someone who isn’t an ally. Having open and honest communications with students will allow for determinations of how to properly support queer students. As described in the paper, “allyship has almost been reduced to an identity while it should be an action or a process”. One of the participants in the study explained that when teachers say they are an ally then proceed to only ask for pronouns, this isn’t enough to be considered an “ally” as using correct pronouns is just a necessary part of allyship. It is important as a teacher to “reduce cultural biases and institutional inequalities through actions”. 

By reading these papers, it has helped me realize the importance of my role as a teacher and an ally to the queer community. I am so excited to get the chance to integrate these items into my classroom and continue to learn more on how to be the best ally for my students!