There is an estimated “7.3 billion people in the world today” [2] according to BBC Earth. With that many people in the world, we differentiate one individual from another through our identities. “Age, gender, religious or spiritual affiliation, sexual orientation, race, ethnicity and socio-economic status are all identities.” [3] These traits distinguish and characterize us as individuals; our identities are both created and inherited. Some identities are based on visual indicators like race and status, while other identities are internalized and are not always easy to see, like gender. “Historically and currently, a binary perspective—on being female or male has prevailed in the United States and many other societies, with proscribed sets of rules of behaviour, dress, and roles for males and females. (Derman-Sparks et al., 2020, p. 122) We are assigned a sexual identity based on our anatomy, and that designation of gender has lifelong effects, especially when they do not align with one’s gender expression. Gender roles are taught at a very young age; from birth, our identities are influenced through “both explicit and implicit assumptions of gender roles.” (Derman-Sparks et al., 2020, p. 124) Gender roles can be recognized in colour segregation, like blue is for boys and pink is for girls. As well as the toy selection provided for boys and girls, such as trucks and dolls. “These binary, gendered expectations of people influence children’s socialization and early childhood educators’ interaction with children.” (Derman-Sparks et al., 2020, p. 122) “To positively support a [healthy] development of youth [it is important] to understand distinct yet interrelated aspects of gender: assigned sex, gender role, gender identity, gender expression, and sexuality.” (p 123) 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. As a pre-service teacher, it is vital that I recognize any biases or beliefs I may have will affect the children I am teaching, intentional or not, and should not be present in the classroom or community.

When it comes to teaching in the classroom, the Ministry of Educations has compiled curriculum documents to help teachers. “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.” (Sk ED p1) 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.” (Sk Ed 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. There is a situation with the school and curriculum 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” (Sk Ed p1). By respecting preferred pronouns, we demonstrate respect for that individual. Opening the dialogue within their education and using proper terminology, we can create a bond of understanding and empathy in which students can thrive.

The discussion was based on this week’s topic of gender diversity and fairness. If I am honest, I found the discussion group frustrating this week, as the facilitator and myself attempted to stay on topic, yet the discussion on nails and hair trumped some valuable time. I found myself having to revisit previous conversations making the comment I had wanted to add to the discussion questions conversations. This week’s facilitator introduced me to the text, Red a Crayon’s Story by Michael Hall. I do enjoy the crayon line storybooks, and this was the first time hearing this book. Generally, my three children will join for storybook share; their ages are 7, 8 and 10. When I asked them what they thought of the book, they all provided likeable reviews. When I asked them what the message or lesson the author was conveying was about, they all agreed it was about a crayon and colours. Young children are inherently innocent and often miss the meaning of texts. They needed my help to connect the dots to the theme of gender roles and diversity. I was somewhat surprised because their cousin is open about his gender role and sexuality and the dialogue that follows being honest about such topics. I am a mother and an ally. I intend to create an environment that is free from ridicule. I have attached a poem about play’s value because children learn through play, and play has no gender. May others always find me approachable and a defender of those who struggles to find their voices.

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. 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. There should be no room for bigotry within education or culture. Be the change.

Work Cited

[1] (459) Pinterest

[2] BBC – Earth – How many people can our planet really support?

[3] Diversity Toolkit: A Guide to Discussing Identity, Power and Privilege – MSW@USC

Derman-Sparks, L., Edwards, J. O., & Goins, C. M. (2020). Anti-bias education for young children and ourselves (2nd ed). NAEYC.

Ministry of Education: Deepening the Discussion: Gender and Sexual Diversity, ISBN 978-1-77107-074-4

https://library.fvtc.edu/c.php?g=553084&p=3803441

Red a Crayons Story- https://video.link/w/Yc0gc

Value of Play (459) Pinterest