Diversity in the Classroom - LGBT


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We will be discussing issues around the LGBTQ community and how to represent the rainbow flag in your classroom.  Topics will include queer students, parents, and coworkers, inclusive language, alternative family resources, and adapting diversity into your lesson plans and environment.

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Diversity in the Classroom - LGBT

  1. 1. Classroom Pride diversity in the classroom CB206 // 3-3:30p •rai nb ow al lia nc e• / an drea & nata sh a /
  2. 2. Please reflect silently on the following questions...
  3. 3. • what did you think caused your heterosexuality? • when and how did you decide you were a heterosexual? • do your parents know that you are straight? your friends? your coworkers? If not, why have you not told them?? • is it possible that your heterosexuality is just a phase that you may grow out of? • could you trust a heterosexual teacher?
  4. 4. ...
  5. 5. ... • I can freely talk about my family life and important relationships at work, school, church, etc. • My husband/wife is welcome to attend office parties, school dances, etc. with me. • Our families’ and church communities are delighted to celebrate with us the gift of love and commitment. • The books that my children read in school reflect families like ours.
  6. 6. what did you notice?
  7. 7. what did you notice? this is called heteronormative, heterosexism, heterosexual privilege
  8. 8. Agenda • Queer • LGBT friendly • students • lesson plans • families • classroom environment • coworkers • resources • inclusive language
  9. 9. e rm t lla b re um
  10. 10. e rm t lla b re um LGBTTIQQ2SAA
  11. 11. lesbian gay bisexual e rm transexual t transgendered lla b re intersexual queer um questioning 2-spirited straight ally asexual autosexual LGBTTIQQ2SAA
  12. 12. the term QUEER lesbian gay bisexual e rm transexual t transgendered lla b re intersexual queer um questioning 2-spirited straight ally asexual autosexual LGBTTIQQ2SAA
  13. 13. being a supportive ally
  14. 14. being a supportive ally ★ note: the WLU Brantford Rainbow Alliance will be holding Ally Workshops after reading week.
  15. 15. being a supportive ally • begins with educating yourself, school admin, and other staff, • awareness building: watching educational videos, reading info on queer educational webpages, • book LGBTQQ/GSA professional for workshop • attend queer-focused workshops • improve library resources, model inclusive language, challenge queer stereotypes.
  16. 16. Students // G.S.A. • Gay-Straight-Alliance • example: Rainbow Alliance :) • student based • teacher advisor/mentor • confidential space. • no assumptions (about student or teacher sexual orientation or gender identity)
  17. 17. Students // G.S.A. - why? • safer schools. • less likely to be harassed for their differences. • more likely to have supportive adults who want them to succeed. • more likely to say that teachers treat them more fairly and with greater respect. • increased academic achievement & hope, attendance, sense of empowerment.
  18. 18. Queer Families • “When filling out permission slips, emergency waivers, and financial aid forms my parents and I have to cross out the heading ‘father’ and write in ‘mother.’” - 18 year old daughter of lesbian moms
  19. 19. Queer Families • you know what they say when you assume... • be sensitive/ask about student’s backgrounds. • visually show support (flag) • work closely with administration: • mother/father vs. parent/guardian • expect & welcome queer parents at school socials, PTA, parent-teacher night, etc. • use inclusive language.
  20. 20. inclusive language ★ YouTube Video
  21. 21. inclusive language ★ YouTube Video
  22. 22. inclusive language ★ YouTube Video • “when you say, that’s so gay, do you realize what you say? knock it off” • don’t be afraid to say this!
  23. 23. that’s so gay
  24. 24. cl e an inclusive language it up appropriate inappropriate language & sexuality lesbian, gay man, bisexual woman/man, homosexual, dyke, faggot, tranny, lesbo, transgendered person, transexual person poofter, homo, lemon partner boyfriend, girlfriend, husband, wife “are you seeing someone?” “do you have a boyfriend/girlfriend?” language & gender humans, humankind, spokesperson, man, mankind, spokesperson, chairman, chairperson, quality of work/skill, attend the workmanship, man the desk/phones desk/phones the girls in the office, woman doctor, male office staff, doctor, cleaner, professor nurse, cleaning lady, female professor
  25. 25. setting a classroom tone • Always intervene. • Ask about a student’s background instead of making assumptions. • Visually show your support. • Avoid heterosexism in your classroom and assignments. • Include topics about diversity in your curriculum
  26. 26. setting a classroom tone • Never out a student with queer parents. • Do not make assumptions about youth with queer parents. • Make your classroom accessible to queer families. • Work with your administration. • Educate yourself. • Be involved.
  27. 27. resources • in your package: Recommended Books for LGBTQ Youth • www.GLSEN.org • www.GLAAD.org • www.youthline.ca • www.gsanetwork.org • www.egale.ca • www.ctf-fce.ca/
  28. 28. Every individual is equal before & under the law & has the right to equal protection & equal benefit of the law without discrimination &, in particular, without discrimination based on race, national or ethic origin, colour, religion, sex, age or mental or physical disability. - Canadian Charter of Rights & Freedom
  29. 29. Questions? additional resources are available //contact us LBRainbowAlliance@gmail.com WLUBrantfordRA group page/ Laurier Brantford Rainbow Alliance! LaurierBrantfordRainbowAlliance.wordpress.com