Reflection on Research

As a group we thought we would do a quick write up on how the topic of LGBTA has helped us at educators or things we found interesting during our research!

All throughout High School I saw how awful students could be to their fellow classmates if they found out they were gay or thought they were. I could tell the teachers were uncomfortable whenever the comments were made because they weren’t sure how to address the situation. Our school didn’t have a Gay/Straight Alliance and this subject was never brought up. Today I have seen elementary aged children spout off the phrases, “That’s so gay” and “What a bunch of Lesbos” where in most cases the context isn’t close to being correct. This project has opened my eyes on how easy it is to place LGBTA teachings into the curriculum and even in Treaty Education. As a teacher I will do anything in my power to educate my students to be respectful and knowledgeable. With looking into the Treaty Education Outcomes and how it relates to LGBTA I was amazed to find out about people who are Two-Spirits and how they are honoured in First Nations culture. This shows much we are missing out on knowing and how ignorant people can be. I hope I can break through these barriers and misconceptions with the tools that I now have.

 -Eden

Researching and educating myself about LGBTA was eye opening as well as something that will be a helpful tool in the future. Graduating from a small school, I can only remember one or two girls that were lesbians, although there could have been more that were not. Being only one or two people they had no one to turn to, no support, resulting in them being alone most of the time, isolating themselves from everyone else.  Learning more about LGBTA and the importance of support systems such as a Gay/Straight Alliance has been helpful as a future educator. I hope to do whatever it takes to make every student I will have feel like they are of equal importance regardless of who they are.

        “Fifty Shades of Gay” and “The Gay Agenda” are videos I believe that everyone should take time to look at. They both give an outstanding insight and are both very intriguing. They have both taught me to have a different outlook when it comes to LGBTA, and to be more open-minded.

 -Kayla

I had no idea the great quantity of already prepared lesson plans and activities specifically designed to address LGBT topics within the classroom. With all of these great resources, it would seem as if it is the teachers that are holding back on approaching these topics within their classrooms. I began to wonder why it would seem that many teachers do not address LGBT topics. Are the vast majority of teachers unaware of the high quality lesson plans available about LGBT, or are they simply afraid to broach these controversial topics within the classroom? I feel that as Educators it is our duty to make ourselves aware of the resources available to us to help address such important social justice issues, and to be vigilant in our fight for equality and promotion of all ways of life.  

-Shawn

Going into this project I found that I am not bias myself to the LGBTA community but the lack of support the community receives in schools is low.  LGBTA students deserve the same treatment as any other students in the school that we as educators can provide to them.  Watching the video “Fifty Shades of Gay”, opened my eyes to fact that people are labelled and that we need to have one box, called humans or people.  On the inside all people are the same despite their sexual choices, it does not change who they are or want to be and as educators we need to help them to achieve their greatest potential.

-Jenelle

Going into this project I had no idea that Regina, or even Saskatchewan, had such a large LGBTQA community. I was honestly blown away when I started doing research on the subject. I had no idea that right in my own community there is an annual pride parade. Not only do we have an incredible community, but they are more than willing to talk to people and reach out to share their experiences.

-Adam

How do we effectively teach about LGBT while remaining anti-oppressive?

      The answer to this question is not as difficult as it might appear. Teachers must first ensure that they have the right mindset and that they are teaching about this issue for the right reasons. If the students are to believe what they are learning the teacher must first believe what they are teaching. Teachers must also attempt to take themselves out of the equations, for many teachers LGBT is not going to be something they are very experienced with and therefore this will be an opportunity to learn something while teaching. Teaching in an anti-oppressive manner is about more than simply presenting the facts and remaining unbiased. Teachers almost need to become advocates of social justice. Society does enough to enforce the mainstream stereotypes without the help of the education system.

     One of the best things to do to remain anti-oppressive is reaching out to the community. The Saskatchewan Government defines schools as “centres of community” so it is imperative that some sort of community outreach is used when teaching an issue such as LGBT (Caring and Respectful Schools, 6). In Regina there is a very active LGBT community and several different support groups. For a teacher who is serious about teaching LGBT in an anti-oppressive manner many of these groups are more than happy to send a representative to speak with a class or even just answer questions over the phone or through email.

        The problem with remaining anti-oppressive does not often arise from the individual lesson on LGBT; however, the problem does tend to surface during activities that favor heterosexism. For example something as innocent as Valentine’s Day can be very unsettling for someone that is questioning their sexuality. On a day like Valentine’s Day teachers and parents urge students to give each other cards and treats while unconsciously encouraging heterosexual behaviour. Things like this will happen in every classroom every day. No teacher is perfect but it is the responsibility of all teachers, especially those who wish to teach in anti-oppressive ways to reflect on their day and acknowledge where they made mistakes and how they can adjust.

How has technology/mass media helped or hindered LGBTA youth?

     Technology has helped the LGBTA community of youth because it has helped them to connect with each other, especially those who struggle in smaller, unaccepting communities.  It gives the youth a sense of belonging and need that they desire and may not be receiving in their home, community or school.  Mass media has also helped to have a sense of understanding for people who are LGBT because they are portrayed as people, which is what they are.

        “It may help parents and caregivers to learn that the Web—and digital tools in general—can actually be beneficial for teens. This may be especially true for teens that are otherwise isolated or marginalized. Youth who are lesbian, gay, or bisexual (LGB) often grapple with the social risk of losing family and friends by coming out and the physical risk of being attacked. For LGB youth, the Internet can provide a welcoming community of other young people looking to share their experiences and gain support. Discrimination at schools is sometimes so widespread that recently the ACLU found “some public schools are using web filtering software to block student access to positive information about LGBT issues and organizations” yet allowing web access to anti-LGBT sites or sites with information about changing LGB sexual orientation. (5) With such hostile environments offline, an accepting and supportive online space can be lifesaving.” (Teens and Technology, Psychology Today; Published on December 30, 2013 by Dr. Michele Ybarra, MPH, Ph.D.)

            As there are many positives to technology, the negatives that hinder technology is the same for any student and youth in the world.  Technology has its negative affects because people still bully and say negative things behind the keyboard of a computer, cellphone or tablet.  This is something that will only change as we give society the knowledge that they need to learn about those who are different from them and believe things they do not understand.  Technology and mass media have negative affects on all students who attend school today with bullying, name calling and the need or want to belong.  Although LGBT students may have more negative things thrown their way by other students, all youth deal with the negative of technology and mass media.

How does LGBTA fit in with Treaty Education?

From Mending the Rainbow: Working with LGBT/Two- Spirit Communities by Elton Naswood (2010) talks about  how many First Nations cultures believe that transgenders, gay, lesbian, or bisexuals are two-spirits. They are thought to be very spiritual beings that should be honored. They get experience life being man and woman and their soul is separated in two. When teaching Treaty and First Nations education this would lesson would enlighten many people. Two-Spirits in the past have been held to such a high position but with all the constant fear of being harassed many people hide their identity.

In the Treaty Outcomes and Indicators the Kindergarten requirements would be a great place to incorporate LGBTA lessons. Even though this is Kindergarten I believe that many grade 8 classrooms would still be at this stage in learning about Treaty Education. The Kindergarten theme is “Getting to Know My Community” the outcome TK1 examines “the diversity of First Nations peoples living in Saskatchewan starting with the classrooms and communities in which they live”.  Some Indicators that you can relate to GLBTA teachings are:

·      Share, in a variety of ways, the languages and traditions that exist within their families, classrooms and communities.

• Recognize that people come from a variety of cultures with commonalities and differences.

Describe the diversity of First Nations cultures that exist within communities

• Compare similarities across and among First Nations and other cultures.

You can also use the Outcome SIK2 which covers “Expressing personal connectedness to nature and one another” and Indicators:

• Recognize that all people are connected to each other and to nature.

• Recognize that according to First Nation traditional beliefs children are sacred gifts to the world.

• Represent how we are part of an interconnected web (e.g., a family member, a community member, a human interconnected to all life).

• Share examples of how we experience nature in our lives (e.g., day and night, wood grain, scales on a fish, heartbeats).

Why/how do we involve LGBTA in the curriculum?

We involve LGBTA in the curriculum to prevent biased remarks (homophobic remarks), to prevent students from feeling unsafe in schools because of who they are (sexual orientation, gender expression, and race/ethnicity), to prevent students from missing class because they feel unsafe, and to prevent students from, harassment and assault (GLSEN, 2012, p.13).

        We incorporate LGBTQ in Grade 8 with Social Studies in the topic of Power Authority and Dynamic Relationships. Power Authority Outcome: Contemplate the implication of Canadian citizenship o the life of Canadians. Indicator: investigate the effects of the Canadian Charter of Rights and Freedom an individual and groups (e.g. language rights: right to reasonable access to justice in trials; same sex marriage; civil protection). Dynamic Relationship Outcome: Assess how historical events in Canada have affected the present Canadian identity. Indicators: examine the influence of American mass media and popular culture on the Canadian way of life; analyze the similarities and differences in the values, beliefs, and ways of life of Canadians and Americans; compare the perspective taken in cases of injustice in Canadian history.

        Having an inclusive curriculum will create fewer homophobic remarks, safe environment, higher attendance, classmates are more accepting of LGBTQ, students feel as though they are more connected to their school community (GLSEN, 2012, p.16).

        Schools are also starting to create more Gay-Straight Alliances. Gay-Straight Alliances create safe spaces to support LGBTQ students. In schools with Gay-Straight Alliances homophobic remarks lessen, staff intervene more often when hearing a homophobic remark, students feel safer, students were less likely to be victimized, and students become more connected with their school community (GLSEN, 2012, 16)