Earlier this month, Education Week published an article on how to build a more LGBTQ-inclusive classroom. In the latter 90’s when I became engaged in Safe Schools work, there were no articles like this in mainstream education publications. The world clearly remains unsafe for many LGBTQ youth, especially in the current political climate, but my heart soars to see important conversations taking place that may change teachers and the culture of schools. And the article’s ten tips are valuable and explained well.
The very first should not be news: “Know that your students are ready to discuss LGBTQ issues.” Students have been talking more frankly and openly for a long time, but too often the images and messaging they are exposed to are biased. Schools can make this a learning opportunity. The article also urges educators to “Recognize that sexual orientation and gender identity is multifaceted.” Just as our binary view of sexuality was too limited, we need to expand everyone’s understanding of the complexity of sexual orientation and gender identify instead of trying to fit everyone into neat little boxes. This is a learning opportunity for many teachers as well as students.
The article advises educators to intervene as they should/would with any identity-based attacks, but to do so without discouraging discussion about what terms mean. And number 4 is one of my favorites: “Don’t assume talking about LGBTQ issues has to involve talking about sex.” We don’t make all conversations about straight people about their sex lives; in fact, such conversations are no doubt rare in schools. “In Reading the Rainbow, researcher Caitlin L. Ryan and educator Jill M. Hermann-Wilmarth ask us to ‘shift our understanding of LGBTQ people away from sex and toward who people are, including how they live, whom the love, and with whom they build family and community.’” Age-appropriate discussions can and should provide a fuller perspective.
I wish someone had shared the fifth point with me early in my personal journey. Learning to “Trust your own positive intentions” is daunting when you see kids at risk. But the article is right when it points out that even an “imperfect advocate is better than a silent bystander.” I know I was imperfect, but my LGBTQ students were patient with me and taught me. And I wish someone had told me then to “Integrate LGBTQ-inclusive books with other books and make them easy to check out anonymously.” I had some of those books on my shelf to signal that I was safe, but they were all grouped together. And I couldn’t “Treat LGBTQ characters in literature as whole people with many interests and identities” – the literature we read lacked those characters. I did make sure to include a fuller perspective with authors when I could, but now I would make sure our literature selections were more inclusive. And when we talked about LGBTQ characters in class, I would now know to “Speak in terms of relationships rather than labels.” The article suggests that when a class is exploring The Color Purple, for example, the teacher might ask students to explore the main character’s relationship with another character instead of just labeling her as a Lesbian.
the ninth point is important and far more inclusive in its own right. We must
not “rely on LGBTQ students to explain LGBTQ characters to the class” any more
than our students of color or students of particular religions should explain
their experiences to the class. If we “Build in substantial free response and
open discussion time,” students can grow their understanding of roles and
experiences without placing that burden on their fellow students.
I am thrilled by the specificity of these
recommendations and the openness of the discussion in the article. Times have
changed. But we must take the issue of inclusiveness even further. Every one of
our students has an intersectionality of identities. We really need to become
more aware of who our students really are as individuals and what situations
they come from so that we can be sure that schools and classrooms are safe and inclusive
for every student. Our stude