Having the opportunity to read and engage in the article “As a Sort of Blanket Term: Qualitative Analysis of Queer Sexual Identity Marking” it is discussed and explained how queer sexual identity marking has similarities but is also distinct from other forms of marking. Within the beginning of the article, and throughout the described research, queer sexual identity is explained as an umbrella term to describe individuals or those outside of traditional gender roles or sexual binaries (Z. M. Kolker et. al, pg. 1340). Through this approach of marking, there is greater emphasis towards inclusion, describing identity without revealing specific information, and developing frameworks (pg. 1340). Marking of Queer sexual identity is applied into four different themes. The first is queer as an encompassing label which allows for describing of our own identity and experience, and the identity of others (pg. 1346). Secondly, using queer to avoid explanation. This theme of marking provides one with the ability to reference one’s identity without having to explain other sexual identity labels (pg. 1348) Thirdly, using queer based on who is present. The center for this theme is expressing identity in a position and situation where it comfortable enough to do so. Fourthly, avoiding using queer. This theme of marking discusses how some may not feel accepted with the larger community (pg. 1350) and avoid it all together. The similarities to other forms of marking include making reference to one’s sexual identity.   Other distinctions that are highlighted for queer sexual identity include it being a term that has no precise definition and does not disclose to others what one’s exact attractions are (pg. 1352).

When looking into the second resource, “Queering Curriculum studies” it is discussed and explained how to integrate and incorporate queerness in the curriculum and what this will look like, sound like, and feel like in the classroom (Sykes, 29). To make sure that my classroom is a safe environment and community for all students means always ensuring that I am there to support them, no matter what time, class, or subject, or anything else that is concerning. It means developing relationships with student’s so that I can help create trust that will last throughout the school years. By always reaffirming that this class is a safe space I hope will encourage students to become more engaged and part of the community. I can help show this expanding resource for classes such as language arts, mathematics, and Phys. Ed. It will sound like encouragement and believing students always. This will assist in developing the feeling of a safe space and community.  

After looking into the third reading, “Post-gay, Political, and pieced Together: Queer Expectations of Straight Allies” it is shown to us how the supports of allyship can assist marginalized groups. Despite the promises and commitments, allyship to many is the means to benefit the groups that are privileged and not striving to assist those that could benefit from allyship. Due to this, the position and role of teachers and educators is critical in order to make sure that expectations of students are being committed to and honored. As a teacher, it is necessary to go beyond just covering the content and emphasizing and committing to a brave space. One of the first steps in doing this is through reaching out. By doing this, students will not have to feel pressured to come to the teacher and feel isolated. This is not a trend and is necessary to truly engage in allyship. Making sure that students individually and within groups are able to always feel safe.