Queer sexual identity marking is similar to other forms of sexuality marking because it still revolves around sexuality. One must begin first by understand what marking is, and it is defined in the reading as “a way to assert one’s sexuality to others through language, behavior, aesthetics, and/or other non-verbal cues” (p. 1339). As discussed in the reading, sexuality marking can be done in various ways, such as displaying intimacy, which is universal and can be done regardless of sexual identity. In contrast, queer sexual identity marking still remains different and distinct when compared to other forms of sexuality marking. For one, the usage of the label “queer” has been noted to resonate more with individuals who identify with “plurisexual labels” (p. 1338), as mentioned in the reading. This is different when compared to being either entirely straight or entirely gay/lesbian, as the term represents the fluid aspect of sexuality. In terms of marking specifically, “gender non-conforming appearance or by wearing or displaying community symbols such as pride flags” (p. 1339) are rather exclusively queer. Such flags are dedicated to one’s sexual identity, as each flag represents a different sexual identity. the lesbian pride flag is not interchangeable with the asexual flag, for example, thus illustrating the ways in which sexual identity marking differs based on the given sexual identity. Differences can also be noted through the usage of specific verbal phrases, such as the renowned phrase “No homo” (p. 1340). This phrase is used rather exclusively to solidify a male’s sexual identity, wth that sexual identity being heterosexual. This phrase is rarely used in conversation by those who are not heterosexual males, with the exception of being used in a sarcastic or ironic manner.

Moving forward, integrating queerness in curriculum means a lot to me. As I have many personal ties to the LGBTQ+ community, I find it absolutely vital that we as educators recognize and exemplify queerness for our students. Doing this is a step forward towards truth and reconciliation, as it acknowledges the importance of two-spirit individuals in our Indigenous communities and history. It is a way of resurrecting those who have been buried under the colonial whitewashing of history, in which two-spirit, gay, lesbian, and queer individuals were erased simply because of how they identified themselves and who they loved. Additionally, using materials in class that either include queer ideologies or queer individuals promotes representation in the classroom. Students who identify as members of the LGBTQ+ community will feel more solidified in their identities if they see themselves represented in the classroom, further emphasizing the importance of using LGBTQ+ materials. Students cannot see their future of success if they cannot see others like them succeeding, which once agains proves why these materials are so vital. Queerness in my classroom will appear through using queer materials that either have been written by a member of the LGBTQ+ community, has a queer protagonist, or discusses issues that members of the LGBTQ+ face. There will be visuals in my classroom such as info posters that contain information and images of LGBTQ+ people who are strong role models for students (for example, Marsha P. Johnson). In terms of how it will sound, my class will be accompanied by acoustic music during extended periods of either reading or writing, and this music will be from artists that are members of the LGBTQ+ community. Lastly, this will feel like acceptance and respect in my classroom. I will not tolerate any comments regarding negativity towards the LGBTQ+ community, and will promote conversations surrounding the material at hand and its relation to the queerness as a whole.

In terms of allyship, it is certainly an idea that has different meanings for different people. Allyship is one way of saying “I respect you as you are”, something that should not require an ally to begin with but rather basic human respect. The idea of allyship seems to be a way for people that do not identify with a group, such as the LGBTQ+ community, to still somehow relate themselves to the group and put themselves on a pedestal of sorts. With this in mind, there are certainly teacher implications for allyship. It detracts from the students’ identity and places a light on the teachers’ identity, thus creating a redundancy in what the teacher aims to do. However, teachers can display their allyship through actions rather than words in order to not create implications in the classroom. For example, sharing and using materials written by LGBTQ+ individuals, using materials with LGBTQ+ protagonists, and overall discussing topics that include LGBTQ+ people as a whole will create a huge difference and illustrate their support for their LGBTQ+ students I the best way possible.