Implications for Education
Implications for Education
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“Identities are shaped by our observations of, interactions with, and reflections upon our surroundings... [mainstream] culture teaches youth that being heterosexual is normal and values, while being lesbian, gay, bisexual (or transgender) is deviant and shameful” (Vaccaro et al., 2012, p. 27-28).
Through the creation of this blog, we have developed a deeper understanding of issues surrounding gender identity and especially the implications it has for us as educators and for our students. Teachers spend a significant amount of time with students during vital periods of development and for this reason, they exert a fundamental influence on the lives of the learners both inside and outside the classroom. Giroux (Williams, 1999) stated that schools should be seen as a “resource for the larger community” (Role of Schools section, para. 1) and they “can be used as a strategic site for addressing social problems” (Williams, 1999, Role of Schools section, para. 2).
Teachers are often considered as those who create and shape knowledge. "Knowledge is power; knowledge is socially constructed, culturally mediated, and historically situated" (McLaren, 2003, as cited in Guo, 2012, p. 6). The exploration of this topic has helped us see the importance for educators to stay up-to-date with societal developments. Pidgeon (2008) advocated that the only way for reducing bias in education is for each institution to "develop a plan that is able to ebb and flow with the changing student needs" (p. 354). We believe her statement will forever be a universal truth and teachers have a responsibility to themselves, their students, and their larger community to live out social changes in their classrooms. Many topics might be uncomfortable to some educators, but is important for educators "to become knowledgable of these issues for four main reasons: student safety, physical and emotional healthy, diversity and equity , and student engagement and success" (Meyer, 2010, p. 2).
As is the nature with doing research, the more information you gather, the more questions you end up with. Similarly, as we explored this blog's topic, our journey led to a point where we discussed gender pronoun choice. We had an honest conversation about our thoughts and beliefs around this topic. At some point, we had to reflect on our own biases and to what extent we believed others could express their identity and enforce changes in society regarding language alteration. We also had to admit to unknowingly committing microaggressions. For example, using phrases like we treat everybody equally. We have learned that terms like these are not as innocent as they appear because they nullify that people have different backgrounds and, therefore, different needs in the situation at hand. Our experience mirrors that of any educator moving outside of their comfort zone to learn more and be a better teacher for their students—the key components being open to authentic discussions and critical self-reflection.
Recognizing the importance of modelling more acceptable educational practices regarding gender identity, we have both committed to providing our students with an opportunity to state their preferred name and pronoun and create an environment of acceptance. We have also learned from our own experiences and explorations that it is vitally important that students, from a very young age, are introduced to the ideology that gender can be very fluid. Gender is not static and absolute, as societal norms have often been perpetuating. In fact, gender, like other aspects of their identity, are on a continuum that may shift developmentally over time.
Note. Source: (Gender Unicorn - TSER, 2020).
The Gender Unicorn (as outlined on the left), is a newly developed model for youth that can be used to help students self-identify where they currently are on the continuum in regards to gender identity, gender expression, sex-assigned at birth, physical attraction, and emotional attraction. In a school setting, this picture serves as quick reference guide to start understanding gender identity and expression and makes a useful tool for educators for whom this area is unfamiliar territory.
On the TSER (Trans Students Educational Resources) website which can be accessed below, they also provide an online interactive version and a variety of corresponsing gender related definitions.
Additonal Resources for Further Exploration...
Additonal Resources for Further Exploration...
Below are links to some additional educational resources that we have come across in our research that could help teachers begin to move outside of their comfort zone, and help to counteract some of the marginalization non-binary youth experience as a result of power and privilege and continued exposure to heteronormative stereotypes and microaggressions within the hidden curriculums of our schools.
Gender Creative Kids Canada
The You inside Project, created by Gender Creative Kids Canada, is another multi-media resource tailored towards trying to help to stop transphobia before it starts, by teaching young children about gender identity. (The You Inside project - ebook to download and film - Gender Creative Kids, 2017). We have come to learn that is their mission, “To educate people, especially children and their families, about gender identity issues. With education comes understanding, empathy and ultimately, acceptance” (Gender Creative Kids Canada, 2017). They have created a short film entitled Sam’s Story and a corresponding ebook which we have provided links to that can be shared with students and children of all ages
The Canadian Civil Liberties Association (CCLA)
The Canadian Civil Liberties Association (CCLA) also provides a variety of teaching and learning resources for educators to use to help inform youth of their rights and civil liberties as individuals in society regardless of their gender identity, expression, or sexual orientation. “CCLA’s Learning Units support a wide range of courses and curricula across Canada and their individual components can be used in a classroom setting or shared with students online for asynchronous learning” (Learn About Your Charter Rights - CCLA, 2020).
All these resources are at the very least, a starting point in entrenching more positively framed aspects of gender identity and exploration into the curriculum. “When students confront heteronormativity and homophobia in schools, they expose particular dimensions of the hidden curriculum” (Walton, 2015, p. 33). Moreover we recognize that , “developing a pedagogy of difference starts with building knowledge about students’ lives…developing an intellectually demanding and relevant curriculum where teachers feel a deep sense of responsibility for ensuring the safety and learning of all students” (Martino & Palllotta-Chiarolli, 2007, p. 370).
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