SAFE SPACES

Making Schools and Communities

Welcoming to LGBT Youth

By Gerri August

Talking Points:

1. "To the extent that teachers, school administrators, and college professors create an atmosphere in which difference is not only tolerated but expected, explored, and embraced, students will be more likely to develop perspectives that result in respectful behaviors. Without the deliberate creation of an inclusive atmosphere, however, what happens inside classroom walls reproduces the prejudices that exist outside these walls: straightness and gender conformity are assumed; LGBT identity is deviant" (p.83-84).

Reading this quote and hearing the words contained in it, such as deliberate, embraced, and inclusive, just drives the point home in what August and the other authors are trying to fight for. This classroom "atmosphere" must be carefully designed to protect those who feel unsafe, like the LGBTQ, and give them a safe haven to express themselves in a learning community that accepts everyone's differences. I ask myself, how do I begin to approach this in my kindergarten class with such young children? I want to cultivate that growth mindset as early on as possible, and begin to attempt using these tools.

2. I loved the concept of mirrors and windows seen in the article from Adrienne Rich: "Our classrooms need to be "mirrors and windows" for all students--mirrors in which youth sees themselves in the curriculum and recognize their place in the group; windows through which youth see beyond themselves to experiences connected with, but not identical to their own." As teachers, we have significant influence to break status quo patterns of gender conformity in our "intentionally"created communities, and it's time to use this power to give everyone a voice to safely and comfortably express their sexual identity.

3. "One reason educators take the path of least resistance is their fear of negative repercussions from parents or administrators." This statement really hones in on probably the number one obstacle for initiating the change. I personally do not want to hold back on appreciating and integrating the LGTBQ community in my teaching to avoid potential backlash from my families or administration who may not understand why this needs to be addressed. Yet this is something I need to seriously consider in my teaching decisions. Who will be offended? Who will misunderstand and misinterpret my message? Will my job security be impacted if I boldly "say the words" and end the invisibility these marginalized people endure? These questions are always lingering in my mind.

Argument

The author argues that teachers must be deliberate in implementing curriculum and communication that reverses the damage of heterosexism by interpreting and integrating the experiences and contributions of the LGTBQ community, thus fostering the message of acceptance and appreciation of all differences.


Here is a recent development of the current news story “Drag Queen Story Hour” at the Bristol town library being back on after receiving tons of support from the community, so awesome: Drag Queen Story Hour

Also, I love how Kellogg's (my favorite cereal company!) stands

with the PRIDE community!!!!!

P.S. Here is a link to a website of the Human Rights campaign that supports and advocates for the movement for LGBTQ I found interesting while researching more on this topic:

CLICK ME!!