Seeing Queerly, August, Safe Spaces, www.GLSEN.org

Seeing Queerly, August

Argument:  

Vaccaro, August and Kennedy discuss the need to create welcoming and safe places for our LGBTQ youth. These children are subjected to physical and psychological abuse inflicted by all members of society (family, peers, media, church, etc) which can be overt threats such as bullying and intimidation, as well as subtle messages.  If safe places and inclusiveness it not practiced and more importantly perceieved, irrepairable harm is caused and the result often leads children to consider suicide.  August states having good intentions is not enough.  Advocacy and protection can be acheived by incorporating transformative curricula and transformative classroom communication.


 Click here for more information about Safe Spaces

Talking Point #1

"LGBT students need advocacy and protection, not neutrality."  It is not enough for parents teachers and community members to be neutral on the topic of LGBTQ issues, as these children are facing harassment, teasing, bullying and violence on a daily basis.    On top of the overt acts of discrimination, these students are also receiving non-verbal and subtle messages from every direction that reinforces feelings that they don't fit in, aren't accepted, or are abnormal or flawed.  For some, there may be no respite.  Teachers are in a position to change the trajectory of these students' lives by the choices they make in the classroom.  They can maintain a position of neutrality, which essentially is similar to taking a position of privilege by chosing to, for all intents and purposes, disregard or erase anyone not fitting into the mainstream heterosexual norm.  Or, educators can embrace difference and create an environment that is welcoming, accepting and values every individual.

Talking Point #2

"One reason educators take the path of least resistance is their fear of negative repercussions from parents and administrators."  This is a very real concern and it needs to be addressed.  As individual educators in a school, we as employees are expected to conform to the curriculum and standards of our local school boards, school committees, superintendent etc.  We are all hired to fill a particular function within the school setting, ie. math teacher, English teacher, history teacher, etc, so any digression from the curriculum, could be grounds for complaints from parents and discipline from superiors.  I would really like some guidance on this and am interested in hearing how everyone in class feels about this.  As Tammy Aaberg, the parent of a child who committed suicide, explained, teachers don't know what they can and cannot do or say, so instead, they remain silent.  Since I do not yet work in a school district, I wonder... how do school districts address this? Or are they silent too?


Talking Point #3

"There are two ways educators can create environments that recognize and empowere LGBT youth.  First, educatrors must ensure that the curriculum includes the perspectives, experiences m and hitstroy of LGBT people. Second, educators must ensure that communiation inside the classroom walls valisdates the LGBT expericence, But you can't validate what you never talk about.  Thus, educators need to become as comfortable using the workds that refer to sexual orientation and gender identity as they are using workds that describe other differences in the human experience."
This brings us back to where we began, with Johnson. You can't fix what you can;t talk about.  I think this is the major point and take away for me.  I need to begin talking about gender issues and sexual orientation if I am ever going to become comfortable myself.  I admit, historically I haven't had many conversations about these topics, but I will be listening more carefully for opportunities.  As a future school nurse I know it is imperative that I am educated and be seen as a safe adult, and have a role in creating not only a safe health office, but also a sage school.  It is often the responsbility of the school nurse to have "the talk" with students in conjuntion with health classes.  I would plan to design this presentation in such a way as to be inclusive of all students sexual orientation and gender identity. 

WWW.GLESN.org
I spent some time, and plan to spend additional time exploring GLSEN and watched several of the student videos.  I am left feeling that there is so much I don't know about this topic.  I couldn't even easily figure out what GLSEN stands for despite opening up all the tabs and exploring the site.   I would like to become better acquainted, in fact fluent in the language of gender identity and LGBTQ issues. I appreciate having this as a resource for the future.  As a school nurse, I could also see myself as being an advisor to students who wish to have one, however, after reading this article and thinking it through, association with a health professional could reinforce thoughts that this is a condition that needs to be treated or fixed, therefore...maybe not such a good idea.  Note to self: Rhode Island does not currently have a GLESN chapter!