Blog Post #11

As A Sort of Blanket Term: Queer sexual identity marking has both similar and differences when compared to other forms of sexual marking. Sexual identity marking is a way for individuals to express characteristics of their identity and sexuality. According to the article, heterosexual marking focuses on establishing a distinct attraction to only another-gender. Queer sexual marking does not address this specific attraction, but rather a sense of belonging by others or the greater queer community. This allows queer individuals to live outside of society norms of sexuality and gender. However, queer sexual identity remains to be more distinct in its views. The term queer gives individuals a shield from trying to explain their sexuality to others and just “be” themselves.

Queering Curriculum Studies: Integrating queerness into the classroom looks like respect; respectfully integrating queerness into the curriculum and my personal teaching pedagogy. I want to learn from my students by listening to them and their experiences. As a future Physical Education teacher, I would eliminate teaching strategies that separate students based on gender characteristics. I want to provide more opportunity for queer students to feel represented in their learning content through better resources and materials. My future classroom would be a space for all of my students to feel safe to be themselves; their whole true selves! Eliminating oppressive education may seem like a tough task to take on, however, if we don’t try as educators, we may be doing a bigger disservice to our students.

Post-gay, Political, and Pieced Together- Queer Expectations of Straight Allies: After reading this article, I was confused on what being an ally truly means. How can I be the best ally I can be for the LGBTQ community when everyone has a differing opinion of what an ally should be and do? I have come to the conclusion to ask my future students what they expect from me as an ally for all of them. How can I make the classroom more inclusive and safe? I need to listen to my marginalized students whose voices are commonly ignored or excluded from conversations. It is important to remember that one size does not fit all. Providing empathy and compassion for each individual students needs is a stepping stone in the right direction!

Kolker, Z.M., Taylor, P.C., & Galupo, M.P. (2019). As a Sort of Blanket Term: Qualitative Analysis of Queer Sexual Identity Marking. Sexuality and Culture, 24, 1337–1357. https://drive.google.com/file/d/1OZcsDDCuge7Ce1cD_IvW0Y2eoFrHCjjD/view

Sykes, H. (2011) .Queering Curriculum Studies, Journal of Curriculum and Pedagogy, 8:1, 29-31, DOI: 10.1080/15505170.2011.572517

Forbes, T.D., & Ueno, K. (2020). Post-gay, Political, and Pieced Together: Queer Expectations of Straight Allies. Sociological Perspectives, 63(1), 159-176. https://drive.google.com/file/d/1YtcoApKI1n_uzNQnvh-95rjuW4Y-vvzK/view