Week 5: Queering the Curriculum

“The Government of Saskatchewan is committed to ensuring schools are safe and inclusive environments where student success is a priority, and everyone feels included, protected and respected.” (p1) The Ministry of Educations has compiled curriculum documents to help guide teachers. This document aims “to assist school divisions, central office personnel, administrators, educators, First Nation and Métis organizations and community partners in developing a deeper understanding of gender and sexual diversity.” (p2). The curriculum’s ” intrinsically homophonic, transphobic, biphobic and oppressive towards queer and trans people.” The issue is that sexual diversity and gender expression are fluid; the curriculum provides static guidelines. To address problems, first and foremost, the teaching profession needs to be educated on properly supporting and respecting our students and members of the community to create a safe and inclusive learning environment. Knowing how to guide students going through social and physical uncertainty need people they can trust. With the school and curriculum, there is a situation that can cause anxiety, such as using bathrooms and playing on gender specific activities. When we teach in a heteronormativity mindset, we often forget that students come from many different backgrounds and cultures. Where gender expression and sexuality can be revered or feared, an example being the “two-spirits” in First Nation cultures. “Diversity, within an education sector, applies to a range of contexts such as cultures, socio-economic situations, languages, learning needs and resources” (p1). By opening the dialogue within their education and using proper terminology, we can create a bond of understanding and empathy in which students can thrive.

By queering the curriculum studies, we start conversations on subjects that are considered taboo within the heteronormativity society. Providing a judgement-free space within our classroom, positive influences and resources on sexual and gender diversity, students will learn empathy and acceptance of approaching their individual and peer’s diversity. By respecting preferred pronouns, we demonstrate respect to that individual. Modern schools today are equipped with gender bathrooms that are inclusive to all. With many extra curricula sports been gender-specific, schools are offering intramurals for coed participation. By queering our classrooms and schools the transition from the heteronormativity society, this can be as simple as changing resources and dialects, allowing for flex seating, implementing outdoor classrooms, working away from the rigid black and white teaching style preexist our modern society. I may not be a professional teacher yet, but I am a mother and an ally. Others should ever bully no child, student, or coworker for being themselves. I hope to create a space around me that is free from ridicule. May I always be approachable and a defender of those who struggles to find their voice. I understand that social constructs may have an outside influence within the school, but I hope that my students always feel wanted and welcome within my classroom with nurture and patience.

The curriculum may dictate how we teach in the classroom, but the teacher will create the school’s feeling of inclusiveness.  As a modern society, I remain optimistic that schools will work towards coed sports and social clubs that encourage diversity within the school, leaving the gender-specific activity to happen outside of the schools. As a future teacher and current student, I am socially responsible for educating myself and provide healthy, accepting mindsight to nurture my students. By offering a duty to care for all students, I can encourage a change that society needs to be more empathic and accepting of all its members. There should be no room for bigotry within education or culture. Be the change.